Professional Medical Students Research Articles

Association between Emotional Intelligence and Professionalism in Medical Students: The Compassion-Competence Nexus.

In medical education, the challenging constructs of emotional intelligence and professionalism are increasingly being addressed worldwide and seem to share common characteristic components. The objective of this study was to determine the association between emotional intelligence and professionalism as perceived and self-reported by medical students and to explore the gender difference in these two variables. It is a cross-sectional study of eight months duration, from February-September 2019, that included final year medical students at Dow Medical College through convenience sampling. The participants completed the self-reporting questionnaires of trait emotional intelligence and modified professionalism mini evaluation exercise. Pearson correlation coefficient was applied to determine the association between the emotional intelligence and professionalism scores. Independent T test was used to determine the gender difference for these two variables. Emotional Intelligence and professionalism scores were found to be positively and significantly correlated with moderate strength of association (r =0.412). There was no significant difference of emotional intelligence and professionalism scores of males and females. Increase in emotional intelligence is associated with the increase in professionalism among medical students.

‘The upside-down’ healthcare professional students’ experiences of delirium: an all-Ireland focus group study

BackgroundDelirium is a complex neuropsychiatric syndrome characterised by an acute state of confusion, with a substantial impact on medical inpatients. Despite its growing recognition as a global healthcare concern, delirium remains underdiagnosed, partly due to a lack of awareness among healthcare professionals. The aim of this study was to explore how healthcare professional students experience caring for individuals experiencing delirium, the influence of their current pre-registration healthcare education, and importance of interprofessional teamwork in their role.MethodsThis qualitative study used a focus group approach to collect data from 40 healthcare professional students, including nursing, pharmacy, and medical students, across two universities in Ireland. The focus groups explored participants’ experiences of caring for people with delirium, their delirium education, and their collaboration with interdisciplinary teams. The data were analysed using a reflexive thematic analysis approach.ResultsFollowing thematic analysis, three themes are reported. The first is “The Upside Down,” revealing student perceptions of caring for people with delirium who are facing distressing situations. The second team reported is, “Teamwork Makes the Dream Work,” emphasising the critical role of interprofessional collaboration in delirium management and patient outcomes. Finally, the theme of “A Little Is Not Enough,” highlighted students’ critiques of current delirium education in their pre-registration training. Collectively, these themes illuminate challenges in delirium care, advocate for teamwork in healthcare settings, and call for improvements in educational preparation for future healthcare professionals.ConclusionsThis study contributes to the existing literature by providing insights into the perspectives of healthcare professional students on delirium care. The findings also highlight the challenging nature of caring for individuals with delirium and the need for improved delirium education and interdisciplinary collaboration.

Punctuality: A Cornerstone of Professionalism for Medical Students

No abstract available

Clinical laboratory shadowing- an elective program in undergraduate health professions training: perception, strengths and challenges

BackgroundThe authors aim to evaluate the perception, strengths, and challenges in the implementation of “Clinical Laboratory Shadowing” as an elective module for third-year professional medical students.MethodsClinical Laboratory shadowing is an elective module designed by the faculty of Biochemistry for Phase III part-2 medical students. The elective comprises modules explaining the functioning of the Biochemistry Laboratory in a hospital. The students are provided insights into the different processes involved in laboratory testing. They are taught about total quality management of the Biochemistry Laboratory. Thirteen students from Batch 2019 and eight students from Batch 2020 volunteered to attend the elective. Students’ feedback regarding the learning was analyzed with the help of a questionnaire. Pre-test and post-test questions were evaluated to test the knowledge gained during the elective. Two focus group discussions were conducted regarding the benefits and areas for improvement for the elective.ResultsFollowing the elective module there was a significant improvement in the test score compared to baseline. A majority (84–95%) of students perceived that the shadowing elective was well planned, and materials were well prepared, there was appropriate engagement with the facilitators, gained knowledge on the principles of total quality management, good laboratory practices, disease process, and diagnosis. Most (53–74%) of the students felt that this elective was not monotonous and not difficult. Around 84–95% of students felt that this elective module enhanced the importance of interprofessional communication and teamwork. Moreover, through focused group discussions, several recurring themes emerged. Among these, the scope for improvement within the module is profound. The faculties were of the opinion that the shift from conventional training to competency-based learning was effectively embraced by the students, underscoring the importance of consistent small group activities in the module to enhance the skills of Good laboratory practices. The students expressed a desire for additional clinical correlation and interpretation classes in the elective module, showing their preference for student-centred clinically oriented learning.ConclusionThe current study concludes that including an elective module on Clinical laboratory shadowing is an overall positive experience for medical students in enhancing their knowledge of basic sciences and application of the concepts in diagnosing cases. This elective may be desirable to adopt in other medical colleges in India.

Decoding the interplay of medical professionalism, mental well-being, and coping in undergraduate medical students across culture: using structural equation modeling.

The rigorous nature of medical education, long and night shifts, and prevalent issues like stress, anxiety, and depression affect medical students' mental well-being and medical professionalism. This study aims to explore the intricate relationships between mental well-being, medical professionalism, and coping strategies, among undergraduate medical students, utilizing structural equation modeling (SEM) to unravel these dynamics. Conducted at Universiti Sains Malaysia, this cross-sectional study involved 234 medical students from the 1st, 3rd, and 5th years of the MBBS program. Data were collected via five validated survey instruments: DASS-9, TEQ, Dundee, Brief COPE, and CBI, through Google Forms. Participants were selected using purposive sampling. The surveys assessed mental well-being (burnout, anxiety, depression, stress), coping strategies, and medical professionalism attributes. Model fit was evaluated using established indices. Findings indicated that professional behavior reduces burnout and negatively impacts negative coping strategies (NCSs). Additionally, medical professionalism indirectly enhances empathy and positively influences CSs. Conversely, psychological distress increases NCSs and reduces empathy. Positive coping strategies (PCSs) enhance empathy levels, while MWB issues elevate NCSs. The study underscores the vital role of professional behavior in mitigating burnout and fostering positive coping mechanisms among medical students. Addressing MWB issues through targeted interventions can enhance empathy and professional behavior, ultimately improving the quality of patient care.

Translation, cross-cultural adaptation and scale validation to assess professionalism among medical students

Introduction: the professionalism of the physician should be present not only in the technical attributes, such as decision making and clinical reasoning, but also personal and interpersonal attributes, such as empathy, ethics, commitment, sense of social responsibility, altruism, teamwork and confidentiality. However, these attributes should be worked already during the medical course and includes the need to be assessed. Objective: To translate, cross-culturally adapt and validate a scale to assess professionalism in medical students. Method: We conducted a methodological validation study of the Professionalism Assessment Scale for Medical Students developed in Slovenia and authorized by the main author. The study was developed in four phases: translation and retranslation phase; cross-cultural adaptation phase; test and retest phase; and final application phase of the scale. The study population in the final phase consisted of a medical student and the sample was of convenience. The questionnaire was developed through the open LimeSurvey software and available via link in social networks. Data analysis was performed in Epi Info 7.2.4.0 and study approved by the institution’s Research Ethics Committee. Results: 82 students participated, with a mean age of 21 years (SD = 1.8) and predominance of males. Before answering the Professional Assessment Scale (PAS), 73.2% said they knew how to define what professionalism was and 47.3% said they had a medical relative. Participants achieved very high PAS scores, with only 4 participants (4.88%) scoring less than 100. The mean score was 107 on a scale of no more than 110 points. The PAS presented a Cronbach alpha coefficient of 0.7. Conclusion: The study revealed that the students of the educational institution have a high degree of professionalism and the validation of the scale in its final stage reached an acceptable level of reliability and can be used in other studies.

Impact of Role Models on Medical Students

Abstract Role modeling plays an important role in the theoretical and practical background of medical education. The vital function of role modeling includes humanism and professionalism in medical education. The use of teaching faculties as role models for professional aspects of medical students is a need of the hour. The transformation of medical students to medical professionals is an important core competency needed for becoming expert clinicians in the current century. Role modeling is a key method for transmitting this professional skill among medical students. The professionalism of medical students is best learned through role models. The National Medical Commission in India is developing medical curriculum which ensures the students for development of professional competency and understanding values in medical education. The most important qualities in role models are a positive attitude toward junior colleagues, compassion for patients, and integrity. Students assess their clinical teachers not only on their clinical or practical skills but also on their soft skills. Role models facilitate the learning of the medical students and assist in the development of professional identity. However, social organization and cultural values influence the choice of role models. Excellence in role modeling entails the demonstration of excellent patient care, teaching skills, and personal values/characteristics. The aim of this review is to discuss on the student perception of professionalism with role models in medical school.

Using a Smart Phone Based Application for Learning Physiology for 1st Professional Medical Students: Merits, Demerits and Challenges

Background and Aims: The aim of this study was to conduct a survey on usefulness of medical education-based software applications in learning physiology as an aid to regular academics among first-year medical and dental students in India. Methodology: This is a survey-based cross-sectional study which included 282 students from medical and dental health sciences. Results: Out of 282 medical students, 267 (95%) students found the app simple to follow, 257 (91%) students said that app was easy to understand and 243 (86%) found it as a learning aid to didactic learning. Conclusion: Our study reports that students widely use medical education-based apps for academic benefits and as an aid to didactic learning.

GAMBARAN GRIT PADA MAHASISWA PENDIDIKAN PROFESI DOKTER PERGURUAN TINGGI NEGERI (PTN) DAN PERGURUAN TINGGI SWASTA DI INDONESIA

Medical professional students have responsibilities, such as facing unpredictable real situations, large numbers of patients, uncooperative patients, and difficulties with the diseases they treat. The number of responsibilities can cause emotional exhaustion, stress, and burnout for medical students. To overcome this, medical students need a “Grit”. Grit is the desire of oneself to achieve long-term goals accompanied by high perseverance and consistency of interest in these goals. This study uses a quantitative approach with a descriptive research design. The population of this study were medical professional education students in Indonesia. This study used a non-probability sampling technique with convenience sampling. The sample size used was 120 participants. The results of this study are professional medical education students have a high grit score (91.67%). Based on the dimensions of consistency of interest and perseverance of effort, the majority of medical professional students have high scores on both dimensions. In this study, the most selected internal factor was "Purpose" (27.2%), while the external factor was "Parenting" (36.67%). A recommendation for future research to conduct mixed method research to examine the topic of grit and its factors more elaborately in order to determine its influence on individuals.

Prevalence of Unhealthy Lifestyles and Its Correlates Among College-Going Students in Rishikesh, India: A Cross-Sectional Study.

Introduction Non-communicable diseases (NCDs) have a significant impact on health concerns. The transition from school to college coincides with various stressors,affecting student health. The objective was to assess the prevalence of unhealthy lifestyles among college-going students and examine the association of composite lifestyle scores with selected demographic variables. Methods All undergraduate colleges of Rishikesh were included in the study. Cluster sampling with a population proportionate to size was used to select the participants. A structured questionnaire was administered using Google Forms or pen and paper. Index values for each lifestyle activity were added together to get a lifestyle composite score. An unhealthy lifestyle was considered with a score below 40. Association with risk factors was analyzed using a chi-square test and logistic regression. Results Among 742 participants, 166 (22.4%)lived an unhealthy lifestyle with a lifestyle score of <40. The majority of participants were either underweight or above normal weight. An unhealthy lifestyle was prevalent among fourth-year professional students (7; 58.5%), medical (33; 32%), dental (27; 34.6%), hosteller (79; 36%), and BSc Nursing (21; 56.8%)students. BSc Nursing course (AOR: 11.09; 95% CI: 1.17-104.74) and favorable attitude (AOR: 0.74; 95 % CI: 0.59- 0.93) were significant correlates of unhealthy lifestyles. Conclusion The current study indicates that nearly one-fourth of college students have unhealthy lifestyles. Four factors, i.e., health science stream, advancing professional year, hosteller, and unfavorable attitude towardhealth, were significantly associated with unhealthy lifestyles after adjusting for covariates.

Determinants associated with internet gaming disorder in female medical students: a logistic regression analysis using a random sampling survey

BackgroundInternet gaming disorder (IGD) is a momentously growing issue of all ages, and medical students are not immune from the ever-increasing online gaming vogue. The Indian context is little comprehended, necessitating further research on the magnitude and variables. This study aims to determine the prevalence and risk variables of IGD among female medical students. This cross-sectional survey was conducted from March to May 2023 on 512 female (a calculated sample size) medical undergraduate students enrolled in a tertiary center located in a rural area of North India. A stratified random sampling technique was used to choose the participants. The study included a semi-structured questionnaire containing socio-demographic and personal details and gaming characteristics. It also includes a standardized tool, i.e., the Gaming Disorder and Hazardous Gaming Scale (GDHGS) to assess the outcome. The Binary logistic regression analysis was used to investigate the determinants of the dependent variable.ResultsAmong the participants, only 236 (46.1%) were identified as gamers. The mean age of the gamers was 21.09 (SD = 1.65) years. Among the gamers, around 31 (13.1%) medical undergraduate students had IGD. The Binary logistic regression analysis identified a few significant determinants of IGD such as dissatisfaction with academic performance (COR = 24.8), playing internet games for more than 2 h per day (COR = 5.9), playing paid games (COR = 2.8), and playing games daily (COR = 4.99).ConclusionIGD is highly prevalent among professional medical college students, and its propensity is linked with poor academic performance, using paid games, and spending long hours and days on gaming. Thus, administrators should identify at-risk students and help them in seeking therapy.

Effectiveness of teaching motivational interview technique to third professional year medical students to improve counseling skills – An interventional study

Abstract Background: Effective patient–provider communication was recognized as essential to providing high-quality medical care. In medical practice, motivational interviewing (MI) is a vital communication method. By assisting patients in exploring and resolving ambivalence and resistance to change, this directive the patient-centered counseling approach seeks to elicit behavior change. Health behavior change counseling skills were taught as a learning objective in medical curricula worldwide. However, in many medical colleges, this area of health-care education was frequently unstructured and informal. Objective: This study aimed to find out if teaching medical students how to conduct motivational interviews helped them feel more confident about their ability to advise patients on changing their health-related behaviors, such as their breastfeeding habits in the present study. Methodology: All 200 third-year medical students of a medical college participated in MI sessions for health behavior change. Antenatal and postnatal mothers completed a pre- and posttest questionnaire before and after being educated by trained medical students; later, the students completed a perception questionnaire regarding their confidence. Data were analyzed using SPSS version 17, and student perceptions were presented as percentages. Results: The mean score (knowledge) of posttests (12.53) is higher than the mean score of pretests (9.23) which is statistically significant (P = 0.000). There was a role of health education for behavioral change in improving mothers' knowledge regarding breastfeeding, (antenatal and postnatal). Conclusion: The results of the present study demonstrated that teaching MI methods to third-year medical students could increase student confidence in giving patients advice about changing their health-related behaviors.

Career choice motivation and professionalism in medical students in China: a gender-stratified analysis

ObjectiveTo examine the associations between career choice motivation and professionalism among medical students based on gender in the context of COVID-19.DesignCross-sectional study.SettingThe study was conducted at a medical school in...

Medical students' professionalism attributes, knowledge, practices, and attitudes toward COVID-19 and attitudes toward care provision during pandemic amidst the COVID-19 outbreak according to their demographics and mental health.

This study examines various aspects related to medical professionalism in medical students during coronavirus disease 2019 (COVID-19) pandemic, focusing on their medical professionalism attributes, KPA (knowledge, practices, and attitudes) toward COVID-19 and attitudes toward provision of care in pandemic. We assessed whether these aspects related to medical professionalism were varied by their demographics and mental health level. Six questionnaires related to medical professionalism were distributed online to medical students in six grades at a single medical school. A one-way analysis of variance was used to examine differences in scores related to medical professionalism based on their demographics, for examples, gender, grade, residence, religion, as well as their mental health levels. Pearson correlation analysis was used to examine correlations between each variable. Female students scored higher on medical professionalism attributes and attitudes toward duty-to-care than male students. Medical professionalism attribute scores were higher with higher relationship satisfaction and resilience levels but lower with higher anxiety levels. Furthermore, these scores were significantly associated with attitudes toward COVID-19 preparedness. However, COVID-19 knowledge and practice scores were negatively associated with attitudes toward COVID-19 preparedness and careers after graduation. Meanwhile, students who took the leave of absence related to 2020 doctors' strike had significantly lower scores on attitudes toward COVID-19 preparedness and duty to care than those who did not. Our findings suggest that mental health of medical students is strongly related to their various aspects related to medical professionalism, especially their attitudes toward COVID-19 preparedness. Good mental health was positively linked to medical professionalism attributes and attitudes toward COVID-19 preparedness. However, knowledge and practice of COVID-19 were negatively associated with willingness to participate in the pandemic response. Additionally, the experience of the 2020 leave of absence impacted the attitudes of medical students toward COVID-19 preparedness (p=0.015) and their duty to care (p=0.012) negatively.

Assessing the Professionalism Levels of Undergraduate Medical Students at a Medical College.

Objectives: To evaluate the professionalism of medical students at Bahria University Medical and Dental College (BUMDC), at the same it will let us know the range of differences among students in different classes (1-5 years). Methodology: It was a cross-sectional study conducted on 583 students of BUMDC, ranging from 1st year to 5th year (academic session 2021-2022). A validated tool was utilized to collect data. The tool assessed 6 aspects of professionalism: excellence, respect for others, altruism, duty, accountability, honor, and integrity, using a 5-point Likert scale. Results: The results indicated a notable variance in the overall professionalism score (p=0.000), altruism (p=0.000), duty (p=0.000), accountability (p=0.000), excellence (p=0.000), honor and integrity (p=0.000), and respect for others (0.001) based on the clinical status of students. Conclusion: It is evident from the study that the level of professionalism among the graduating 5th year class is significantly below the ideal standard. Additionally, it is concerning to observe a notable decline in professionalism from 1st year to 5th year medical students. It is crucial to educate medical students on all essential skills required to deliver top-notch healthcare services efficiently during their practice. Key Words: Professionalism, medical students, undergraduate, attitude, behavior.

Interprofessional socialization of first-year medical and midwifery students: effects of an ultra-brief anatomy training

BackgroundInterprofessionalism is considered a key component in modern health profession education. Nevertheless, there remains ongoing debate about when and where to introduce interprofessional trainings in the curriculum. We identified anatomy, a subject commonly shared among health professionals, as a practical choice for initiating early intergroup-contact between first-year medical and midwifery students. Our study examined the effects of a four-hour block course in anatomy on interprofessional socialization and valuing, as well as long-term effects on intergroup contact.MethodsBased on different concepts and theories of learning, we implemented 12 interprofessional learning stations. Several measures were taken to foster group cohesion: (1) self-directed working in interprofessional tandems on authentic obstetric tasks, (2) competing with other tandems, (3) creating positive interdependencies during task completion, and (4) allowing room for networking. In a pre-post design with a three-month follow-up, we assessed the outcomes of this ultra-brief training with qualitative essays and quantitative scales.ResultsAfter training, both groups improved in interprofessionalism scores with strong effect sizes, mean difference in ISVS-21 = 0.303 [95% CI: 0.120, 0.487], P < .001, η² = 0.171, while the scales measuring uniprofessional identity were unaffected, mean difference in MCPIS = 0.033 [95% CI: -0.236, 0.249], P = .789. A follow-up indicated that these positive short-term effects on the ISVS-21 scale diminished after 12 weeks to baseline levels, yet, positive intergroup contact was still reported. The qualitative findings revealed that, at this initial stage of their professional identity development, both medical and midwifery students considered interprofessionalism, teamwork and social competencies to be of importance for their future careers.ConclusionThis study advocates for an early implementation of interprofessional learning objectives in anatomical curricula. Young health profession students are receptive to interprofessional collaboration at this initial stage of their professional identity and derive strong advantages from a concise training approach. Yet, maintaining these gains over time may require ongoing support and reinforcement, such as through longitudinal curricula. We believe that an interprofessional socialization at an early stage can help break down barriers, and help to avoid conflicts that may arise during traditional monoprofessional curricula.

Evaluation of the Training Program on Participatory Rural Appraisal Methods Targeting Undergraduate Medical Students from the First Professional Phase.

Participatory rural appraisal (PRA) methods have been acknowledged as important tools to involve members of the community in the process of identification of their problems, the factors contributing to the development of these problems, and ways by which these problems can be resolved. A quasi-experimental study will be conducted in two stages among first professional phase medical students. In the first stage, these students will be trained on PRA methods by the trained teachers, while in the second stage, these students will implement PRA methods in the local community. The entire training process and its different components will be evaluated using validated study tools (semi-structured questionnaire), which will be administered using Google Forms. The statistical analysis will be performed using frequency and percentages, and a paired t-test will be used to compare the change in knowledge before and after training. In conclusion, first professional phase medical students must be trained in PRA methods and subsequently supervised to monitor their change in behavior. However, as the success of the entire program will depend on the quality of training imparted to medical students, the training program must be evaluated from the perspective of students, community, and teachers.

Paying attention to attention: a program evaluation of faculty-delivered mindfulness-based attention training to optimize wellness and professionalism in medical students

BackgroundAs physician distress rises, medical schools must provide programs to counter such distress at the earliest stages of training. Mindfulness training (MT) is one intervention that can alleviate stress during medical school. However, framing MT around wellness alone misses the opportunity to connect core cognitive and psychological capacities strengthened by MT to professional goals and skill acquisition inherent to successful medical training. Here, we highlight how the attentional components of MT align with students’ goals of becoming attending physicians while promoting academic, psychological, and interpersonal flourishing. MT courses that focus on strengthening attentional capacities can intuitively link academic and professional development with wellness, appealing to a wide array of students.MethodsWe iteratively recontextualized an existing short-form mindfulness training program for high-stress pre-professionals, known as Mindfulness Based Attention Training (MBAT), to the medical school context (MBAT-Rx). MBAT-Rx was offered by physician trainers to first-year medical students at Warren Alpert Medical School of Brown University as a tool for improving study habits and focus in addition to the development of both self-care and patient care strategies. MBAT-Rx consists of weekly, two-hour sessions over four weeks, with 10–15 min of daily mindfulness practice between sessions. At the end of the four weeks, students submitted voluntary program evaluation responses detailing their experience of the program.ResultsOptional program evaluation responses (n = 67) highlight that students found the program to be useful for their academic success and ability to pay attention, their interpersonal relationships, and their psychological health. By framing MT as an opportunity to boost core attentional capacities and connecting this to professional and academic goals in addition to wellness, MBAT-Rx appealed to a wide variety of students.ConclusionsOur ongoing work suggests that framing MT as both a professional development and wellness promotion tool, taught by physicians themselves, and structured around students’ time demands, may be a successful model for medical schools looking to increase the impact of their mindfulness offerings. Such programs are needed to equip medical students to navigate the demands of a challenging healthcare training landscape.

The hidden hurdles of clinical clerkship: unraveling the types and distribution of professionalism dilemmas among South Korean medical students

BackgroundTo improve the medical professionalism of medical students, it is essential to understand the dilemmas they face in various situations. This study explored the types and distribution of dilemmas Korean medical students encounter during their clinical clerkships. It then compared these with previous dilemma frameworks and identified the types and distribution of “complexity dilemmas,” wherein two dilemma themes emerge in a single clinical situation.MethodsThe researchers organized and recorded a group discussion with 106 third-year medical students who had completed their clinical clerkships. These students participated in the discussion as part of an assignment, focusing on the dilemmas they encountered during their clerkships. For data analysis and visualization, the researchers employed the MAXQDA software program and utilized the template analysis method, a qualitative research methodology.ResultsA total of seven dilemma themes and sixteen sub-themes were identified. The identity-related dilemma concerning student-doctors had the highest frequency. The themes “mismatch” and “Nun-chi” emerged as new additions not found in previous dilemma frameworks. The complexity dilemmas appeared in the sequence of “identity-dignity,” “identity-abuse,” and “identity-consent”.ConclusionsTo navigate the unique dilemmas present within South Korea’s clinical culture, several key issues need consideration: elevating the role of student-doctors, balancing the primary emphasis of educational hospitals on delivering medical services, and understanding interpersonal strategies, such as “Nun-chi”.

Negative faculty role modelling – is it a reflection of deteriorating societal values?

Background Negative faculty role modelling is an area of growing concern especially due to its implications on medical professionalism. The study aims to explore the impacts of negative role modelling on professionalism of medical students in the context of Pakistan. Methods This qualitative study is part of a larger study exploring impacts of role modelling on professionalism of students. It is based on Constructivist Grounded Theory involving six semi-structured interviews with clinical faculty and three focus group discussions with 22 students. Initial, focused, selective coding and thematic analysis was used to find the core category. Results Three overarching categories were developed: traits observed with negative role models; impact of negative role modelling; factors promoting negative role modelling. Subcategories of impacts included negative impact on professionalism, emotional impact, and its paradoxical positive impact. Negative role modelling, a manifestation of declining professionalism, was attributed to deteriorating societal values; further compounded by the lack of required mechanisms by institutions and the regulatory authority at their respective levels. Conclusions In the absence of a strong moral platform at societal level, the burden of responsibility rests with the faculty and more importantly with institutions and regulatory bodies to discourage negative role modelling and educate students to recognize, reflect on and avoid negative behaviours and adopt strong professional values.