Strobel Raymond, Antunez Alexis, De La Rosa Kathryn, Griffith Max, Burrows Heather, Stojan Jennifer, Hartley Sarah
Third-year Medical Student, University of Michigan Medical School.
Associate Professor, Department of Pediatrics, University of Michigan Medical School.
MedEdPORTAL. 2017 Mar 6;13:10549. doi: 10.15766/mep_2374-8265.10549.
Professionalism is a core competency of medical education. It impacts one's ability to generate rapport with patients, foster patient satisfaction, and enhance the overall well-being of the medical professional. Unprofessional attitudes among medical students have been associated with higher rates of career dissatisfaction and burnout. A group of faculty and medical students at our institution have developed a series of peer facilitated modules addressing a set of common themes relevant to medical professionalism: professionalism in the clinical setting, professional electronic communication, teamwork and community, and work-life integration.
Student discussions on professionalism were facilitated by senior medical students. Using a 5-point Likert scale, electronic pre- and postsurveys assessed the impact of the workshop on first-year medical students' understanding of various professionalism topics.
Seventy-seven percent of first-year medical students ( = 131) felt the modules contributed to their learning. Pre- and postsurveys showed significant improvements in understanding of and comfort with the majority of topics discussed. Students felt that their knowledge improved as well. Narrative comments expressed approval of the modules and suggested they addressed unmet needs in the medical curriculum.
These modules were successfully incorporated into the first-year medical school curriculum and led to improved student understanding and comfort around these topics. Senior medical student facilitators also found the experience useful in their own career development. Although these modules were designed for medical students, they may also be useful for other professional students (e.g., dental, nursing, etc.) or for interprofessional educational experiences.
职业素养是医学教育的核心能力。它影响着与患者建立融洽关系、提高患者满意度以及提升医学专业人员整体幸福感的能力。医学生的不专业态度与职业满意度和职业倦怠率较高有关。我们机构的一群教员和医学生开发了一系列由同伴引导的模块，涉及与医学职业素养相关的一组共同主题：临床环境中的职业素养、专业电子通信、团队合作与社区以及工作与生活的融合。
由高年级医学生引导学生就职业素养进行讨论。使用5点李克特量表，通过电子前后调查评估该研讨会对一年级医学生对各种职业素养主题理解的影响。
77%的一年级医学生（n = 131）认为这些模块有助于他们的学习。前后调查显示，在对所讨论的大多数主题的理解和熟悉程度方面有显著提高。学生们觉得他们的知识也有所提升。叙述性评论对这些模块表示认可，并表明它们满足了医学课程中未得到满足的需求。
这些模块已成功纳入医学院一年级课程，并提高了学生对这些主题的理解和熟悉程度。高年级医学生引导者也发现这种经历对他们自己的职业发展很有帮助。尽管这些模块是为医学生设计的，但它们可能对其他专业学生（如牙科、护理等）或跨专业教育经历也有用。
