Abdalla Mohamed Elhassan, Dash Nihar Ranjan, Shorbagi Sarra, Ahmed Mohamed H
College of Medicine, University of Sharjah, Sharjah, United Arab Emirates.
Medical Education Center, University of Sharjah, Sharjah, United Arab Emirates.
J Educ Health Promot. 2020 May 28;9:119. doi: 10.4103/jehp.jehp_556_19. eCollection 2020.
Professionalism is an essential theme in both undergraduate and postgraduate medical education. The current study aimed to assess the preclerkship medical students' perception on medical professionalism.
A cross-sectional qualitative study using the critical incident technique was conducted at the University of Sharjah in the United Arab Emirates (UAE). An online survey was sent to 300 medical students (years 1-3). Participants were asked to describe an official doctor-patient encounter that they have experienced in a health-care setting and to highlight the professional behaviors in that encounter. They were then requested to list the top five characteristics of a professional doctor. Thirty (10%) medical students responded to the study; only 13 reported real incidents. The responses were independently reviewed by the authors. The descriptions of the professional attitudes were grouped according to the six domains of professionalism defined by the American Board of Internal Medicine (ABIM) Physicians Charter and then plotted against the nine domains of medical professionalism published in the UAE Consensus Statement.
The most common professional behaviors reported were patience, honesty, respect, and patient care. The participants addressed all six domains of professionalism described by the ABIM physicians charter (altruism, accountability, duty , excellence, honor and integrity, and respect for others) and all the domains of medical professionalism published in the UAE Consensus Statement, except for "commitment to advocacy" and "commitment to education" domains.
Preclerkship medical students had an insight about the professional behaviors needed from doctors before formal teaching about professionalism in the curriculum.
专业精神是本科和研究生医学教育中的一个重要主题。本研究旨在评估临床实习前医学生对医学专业精神的认知。
在阿拉伯联合酋长国沙迦大学开展了一项采用关键事件技术的横断面定性研究。向300名医学生（1-3年级）发送了在线调查问卷。参与者被要求描述他们在医疗环境中经历的一次正式医患接触，并强调该接触中的专业行为。然后要求他们列出专业医生的五大特征。30名（10%）医学生回复了该研究；只有13人报告了真实事件。作者对回复进行了独立审查。根据美国内科医学委员会（ABIM）《医师宪章》定义的专业精神的六个领域对专业态度描述进行分组，然后对照阿联酋共识声明中公布的医学专业精神的九个领域进行分析。
报告的最常见专业行为是耐心、诚实、尊重和患者护理。参与者阐述了ABIM医师宪章描述的专业精神的所有六个领域（利他主义、问责制、职责、卓越、荣誉与正直以及尊重他人）以及阿联酋共识声明中公布的医学专业精神的所有领域，但“倡导承诺”和“教育承诺”领域除外。
在课程中正式开展专业精神教学之前，临床实习前医学生对医生所需的专业行为有一定的见解。
