Associate Professor of Medicine, Associate Dean for Admissions, The University of Toledo College of Medicine.
Med Educ Online. 2008 Feb 27;13:2. doi: 10.3885/meo.2008.Res00249.
The purpose of this study was to determine the impact of professionalism scenarios on the medical school admissions process from applicant and faculty perspectives. Specifically, do completing professionalism scenarios as part of the medical school interview process have an impact on both the interviewee's and the faculty's perception of the process and outcome?
Ninety-one faculty interviewed 199 applicants from January 2007 through April 2007 at The University of Toledo College of Medicine. All applicants were asked one standard professionalism scenario in each of their two interviews. A total of six scenarios were used for the entire interviewing season in rotation every two months. A survey was administered by an admissions office staff member to both the interviewed applicants as well as faculty who conducted interviews about how these scenarios impacted their interview experience.
Asking applicants to respond to professionalism scenarios during the interview was described as having a positive influence on their interview experience. This was also associated with leaving an impression on the applicant about what our institution values in its students and contributed an element of personal reflection about what will be expected of them in the medical profession. Applicants more often reported that asking questions about professionalism was an important aspect of the interview than did faculty. Overall, there was an association between the interviewer's perception of the applicant's response and the interviewer's assessment of professionalism.
Professionalism scenarios can be a worthwhile tool for use in the admissions process. The interview process should encourage participation from faculty who value this as an important component in the evaluation of an applicant. Determinants of faculty perception of the role of assessing professionalism in the interview process should be investigated in future research.
本研究旨在从申请人和教师的角度确定专业情景对医学院招生过程的影响。具体来说，作为医学院面试过程的一部分完成专业情景是否会对面试者和教师对该过程和结果的看法产生影响？
2007 年 1 月至 2007 年 4 月，托莱多大学医学院的 91 名教师面试了 199 名申请人。所有申请人在两次面试中的每次面试中都被问到一个标准的专业情景。在整个面试季节，总共使用了六个情景，每两个月轮换一次。招生办公室工作人员向接受采访的申请人和进行采访的教师发放了一份调查问卷，询问这些情景如何影响他们的面试体验。
让申请人在面试中对专业情景做出回应，被描述为对他们的面试体验产生了积极影响。这也给申请人留下了一个印象，即我们的机构重视学生的哪些方面，并促使他们对自己在医学职业中的期望进行个人反思。申请人比教师更常报告说，询问有关专业精神的问题是面试的一个重要方面。总体而言，面试者对申请人的反应的看法与面试者对专业精神的评估之间存在关联。
专业情景可以成为招生过程中的有用工具。面试过程应鼓励重视这一点的教师参与，将其作为评估申请人的重要组成部分。未来的研究应调查教师对评估专业精神在面试过程中的作用的看法的决定因素。
