Yonsei Med J.  2009 Dec;50(6):751-756. 10.3349/ymj.2009.50.6.751.

Are There Gaps between Medical Students and Professors in the Perception of Students' Professionalism Level? - Secondary Publication

Affiliations
  • 1Department of Medical Education, Inha University School of Medicine, Incheon, Korea. shua@inha.ac.kr

Abstract

PURPOSE
The implementation of medical professionalism in education and evaluation is a recent trend in medical education. Although many studies on the subject have been carried out, they have generally been not focused specifically on the level of medical student professionalism, and the perception gaps between medical students and professors on this topic remain unresolved. This study attempts to determine whether such gaps exist. MATERIALS AND METHODS: Two hundred fifty fourth-year medical students and 53 professors who were randomly selected from 41 medical schools were asked to complete a survey on the level of the professionalism of medical students. Using 31 core professionalism elements that are required for Korean medical students, students self-assessed their level of professionalism, and professors evaluated the professionalism level of medical students who were about to graduate.
RESULTS
Of the 31 core elements, significant perception gaps were found in 28 elements. The three domains into which the 31 core elements were divided - professional knowledge, professional skills, and professional attitude - all contained perception gaps, and professors' ratings generally were higher than those of the students, a noteworthy observation.
CONCLUSIONS
Medical professors need to encourage their students to elevate their professionalism. Furthermore, what the faculty think that they have taught regarding professionalism may not be fully assimilated by students. Therefore, further research is essential to determine the cause of such perceptional differences.

Keyword

Perception; professional elements; knowledge; skills; attitude

MeSH Terms

Attitude of Health Personnel
Data Collection
*Faculty, Medical
Humans
*Perception
*Professional Competence
Students, Medical/*psychology

Cited by  1 articles

Identification and evaluation of the core elements of character education for medical students in Korea
Yera Hur, Keumho Lee, A Ra Cho
J Educ Eval Health Prof. 2019;16:21.    doi: 10.3352/jeehp.2019.16.21.


Reference

1. Kim S, Hur Y. Medical Professionalism in the 21st Century: How can we teach it? Korean J Med Educ. 2003. 15:171–186.
Article
2. Kasar J, Clark NE. Developing professional behaviors. 2000. New York, NY: Slack Inc.
3. Park J. Medical students' attitudes toward the patient-doctor relationship. Korean J Med Educ. 2007. 19:215–223.
Article
4. Steinert Y, Cruess S, Cruess R, Snell L. Faculty development for teaching and evaluating professionalism: from programme design to curriculum change. Med Educ. 2005. 39:127–136.
Article
5. Cruess RL. Teaching professionalism: theory, principles, and practice. Clin Orthop Relat Res. 2006. 449:177–185.
6. Goldie J, Dowie A, Cotton P, Morrison J. Teaching professionalism in the early years of a medical curriculum: a qualitative study. Med Educ. 2007. 41:610–617.
Article
7. Hur Y, Lee SH, Kim S. Medical students' self assessment on medical professionalism. Korean J Med Educ. 2008. 20:23–35.
Article
8. Hur Y. Core elements of medical professionalism for medical school applicants. Korean J Med Educ. 2006. 18:297–307.
Article
9. Hur Y, Kim S. What qualities do medical school applicants need to have?: secondary publication. Yonsei Med J. 2009. 50:427–436.
Article
10. Lee SH. Curriculum development and evaluation. 2004. Seoul: Yangseowon.
11. Hong SJ, Kim YA. An analysis of trends in reports on alternative medicine in general dailies. J Korean Soc Med Inform. 2005. 11:353–360.
Article
12. Kim S, Lee SJ, Choi CJ, Hur Y. The effectiveness of communication skills of pre-medical students. Korean J Med Educ. 2006. 18:171–182.
13. Michaelsen LK, Parmelee DX, McMahon KK, Levine RE. Team-based learning for health professions education: a guide to using small groups for improving learning. 2008. Sterling, Virginia: Stylus Publishing.
14. O'Connell MT, Pascoe JM. Undergraduate medical education for the 21st century: leadership and teamwork. Fam Med. 2004. 36:S51–S56.
15. Thompson DA, Cowan J, Holzmueller C, Wu AW, Bass E, Pronovost P. Planning and implementing a systems-based patient safety curriculum in medical education. Am J Med Qual. 2008. 23:271–278.
Article
16. Macaulay JO, Nagley P. Student project cases: a learner-centred team activity broadly integrated across the undergraduate medical curriculum. Med Teach. 2008. 30:e23–e33.
Article
17. McNair RP. The case for educating health care students in professionalism as the core content of interprofessional education. Med Educ. 2005. 39:456–464.
Article
18. Choi CJ, Kim JM, Park YG. Patient-centered attitudes and communication skills in medical students after clerkship. Korean J Med Educ. 2004. 16:169–177.
Article
19. Haidet P, Kelly PA, Bentley S, Blatt B, Chou CL, Fortin AH 6th, et al. Not the same everywhere. Patient-centered learning environments at nine medical schools. J Gen Intern Med. 2006. 21:405–409.
20. Moon SW, Nam BW, Seo JS, Ryu EJ, Kweon HJ, Sohn IK, et al. Patient-centeredness associated with personality traits of medical students. Korean J Med Educ. 2006. 18:77–85.
Article
Full Text Links
  • YMJ
Actions
Cited
CITED
export Copy
Close
Share
  • Twitter
  • Facebook
Similar articles
Copyright © 2024 by Korean Association of Medical Journal Editors. All rights reserved.     E-mail: koreamed@kamje.or.kr