Accepted for/Published in: JMIR Medical Education
Date Submitted: Dec 20, 2020
Open Peer Review Period: Dec 20, 2020 - Feb 14, 2021
Date Accepted: Apr 15, 2021
(closed for review but you can still tweet)
Warning: This is an author submission that is not peer-reviewed or edited. Preprints - unless they show as "accepted" - should not be relied on to guide clinical practice or health-related behavior and should not be reported in news media as established information.
A Scenario-based Approach to Teaching Professionalism to Medical Students
ABSTRACT
Background:
Doctors play a key role in individuals’ lives undergoing a holistic integration into local communities. To maintain public trust, it is essential that professional values are upheld by both doctors and medical students.
Objective:
We aimed to ensure that students appreciated these professional obligations during the 3-year science-based, preclinical course with limited patient contact.
Methods:
An interactive professionalism course entitled ‘Entry to the Profession’ was designed for pre-clinical first year medical students. Two scenario-based sessions were created and evaluated utilizing established professionalism guidance and expert consensus. Quantitative and qualitative feedback on course implementation and development of professionalism was gathered through Likert-type five-point scales and debrief following course completion.
Results:
70 students completed the Entry to the Profession course over a two-year period. Feedback regarding session materials and logistics ranged between (mean ± standard deviation) 4.16±0.93 (appropriateness of scenarios) to 4.66±0.61 (environment of sessions). Feedback pertaining to professionalism knowledge and behaviours ranged between 3.11±0.99 (need for professionalism) to 4.78±0.42 (relevance of professionalism). Qualitative feedback revealed that a small group format in a relaxed, open environment facilitated discussion of the major concepts of professionalism.
Conclusions:
Entry to the Profession employed an innovative approach to introducing first-year medical students to complex professionalism concepts. Future longitudinal investigations should aim to explore its impact at various stages of preclinical, clinical and postgraduate training. Clinical Trial: NA
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Copyright
© The authors. All rights reserved. This is a privileged document currently under peer-review/community review (or an accepted/rejected manuscript). Authors have provided JMIR Publications with an exclusive license to publish this preprint on it's website for review and ahead-of-print citation purposes only. While the final peer-reviewed paper may be licensed under a cc-by license on publication, at this stage authors and publisher expressively prohibit redistribution of this draft paper other than for review purposes.