Department of Medical Education, Inha University School of Medicine, Jung-gu, Incheon, Korea.
Yonsei Med J. 2009 Dec 31;50(6):751-6. doi: 10.3349/ymj.2009.50.6.751. Epub 2009 Dec 18.
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.
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.
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.
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.
在医学教育和评估中实施医学职业素养是医学教育的一个新趋势。尽管已经进行了许多相关研究，但这些研究通常并未特别针对医学生的职业素养水平，医学生和教授之间在这个问题上的认知差距仍然没有得到解决。本研究试图确定是否存在这种差距。
从 41 所医学院中随机抽取 254 名四年级医学生和 53 名教授，要求他们完成一份关于医学生职业素养水平的调查。学生们使用 31 项韩国医学生需要具备的核心职业素养要素对自己的职业素养水平进行自我评估，教授们则对即将毕业的医学生的职业素养水平进行评估。
在 31 项核心要素中，有 28 项存在显著的认知差距。这 31 项核心要素被分为三个领域——专业知识、专业技能和专业态度，所有领域都存在认知差距，而且教授的评价普遍高于学生，这是一个值得注意的观察结果。
医学教授需要鼓励学生提高自己的职业素养。此外，教师认为他们已经教授过的职业素养可能并没有被学生完全吸收。因此，需要进一步研究确定这种认知差异的原因。
