Department of Anatomy, Chennai Medical College Hospital and Research Centre, Irungalur, Tiruchirapalli, Tamil Nadu, India.
Department of General Medicine, Chennai Medical College Hospital and Research Centre, Irungalur, Tiruchirapalli, Tamil Nadu, India.
Anat Sci Educ. 2017 Sep;10(5):433-443. doi: 10.1002/ase.1679. Epub 2017 Feb 6.
Professionalism and ethics have gained widespread recognition as competencies to be fulfilled, taught, and assessed within medical education. The role of the anatomy course in developed nations has evolved over time and now encompasses multiple domains, including knowledge, skills, and the inculcation of professionalism and ethics. The Medical Council of India recently recommended the integration of professionalism teaching in undergraduate medical curricula. The authors investigated whether the initial orientation lectures and instructions given by faculty at the outset of undergraduate medical anatomy courses throughout India served a "hidden curriculum" regarding professionalism practices, and whether these orientation messages could serve as an early exposure to medical professionalism and ethics for medical students. An online survey was carried out among 102 anatomy faculty members across India requesting details about specific professionalism protocols and instructions regarding behavior in the dissection hall that are routinely given to preclinical students, as well as the importance that they placed on professional behavior. It was found that most faculty members regularly instruct students regarding expected behavior during the anatomy course, including dissection practices. These instructions stress attributes of professionalism like humanism, accountability, and honesty. However, there needs to be a more concentrated effort by educators to prohibit such unprofessional practices like dissection hall photography, and better information is required regarding biomedical waste disposal. Despite the absence of clear guidelines for professionalism teaching in medical education in India, the existing framework of anatomy education provides an opportunity to introduce the concept of professionalism to the first-year medical student. This opportunity may provide an early foundation for designing a professionalism-integrated curriculum. Anat Sci Educ 10: 433-443. © 2017 American Association of Anatomists.
专业性和职业道德已经在医学教育中得到广泛认可，成为必须完成、教授和评估的能力。在发达国家，解剖课程的作用随着时间的推移而演变，现在涵盖了多个领域，包括知识、技能以及专业性和职业道德的灌输。印度医学理事会最近建议将职业道德教学纳入本科医学课程。作者调查了印度各地本科医学解剖课程的教师在开始时的初始定位讲座和指导是否涉及职业道德实践的“隐性课程”，以及这些定位信息是否可以作为医学生接触医学专业性和职业道德的早期途径。作者在印度进行了一项在线调查，调查了 102 名解剖学教师，询问了他们关于在解剖学实验室中对临床前学生进行的特定专业性协议和指导的详细信息，以及他们对专业行为的重视程度。结果发现，大多数教师经常指导学生在解剖课程期间的预期行为，包括解剖实践。这些指导强调了专业性的属性，如人道主义、责任制和诚实。然而，教育工作者需要更加集中精力禁止像解剖室摄影这样的不专业行为，并需要更好地了解生物医学废物处理。尽管印度医学教育中缺乏明确的专业性教学指南，但现有的解剖教育框架为向医学生介绍专业性概念提供了机会。这个机会可能为设计一个专业性综合课程提供早期基础。
