Ashcroft James, Warren Patrick, Weatherby Thomas, Barclay Stephen, Kemp Laurence, Davies Richard Justin, Hook Catherine Elizabeth, Fistein Elizabeth, Soilleux Elizabeth
University of Cambridge, Cambridge, United Kingdom.
JMIR Med Educ. 2021 Jun 24;7(2):e26667. doi: 10.2196/26667.
Doctors play a key role in individuals' lives undergoing a holistic integration into local communities. To maintain public trust, it is essential that professional values are upheld by both doctors and medical students. We aimed to ensure that students appreciated these professional obligations during the 3-year science-based, preclinical course with limited patient contact.
We developed a short scenario-based approach to teaching professionalism to first-year students undertaking a medical course with a 3-year science-based, preclinical component. We aimed to evaluate, both quantitatively and qualitatively, student perceptions of the experience and impact of the course.
An interactive professionalism course entitled Entry to the Profession was designed for preclinical first-year medical students. Two scenario-based sessions were created and evaluated using established professionalism guidance and expert consensus. Quantitative and qualitative feedback on course implementation and development of professionalism were gathered using Likert-type 5-point scales and debrief following course completion.
A total of 70 students completed the Entry to the Profession course over a 2-year period. Feedback regarding session materials and logistics ranged from 4.16 (SD 0.93; appropriateness of scenarios) to 4.66 (SD 0.61; environment of sessions). Feedback pertaining to professionalism knowledge and behaviors ranged from 3.11 (SD 0.99; need for professionalism) to 4.78 (SD 0.42; relevance of professionalism). Qualitative feedback revealed that a small group format in a relaxed, open environment facilitated discussion of the major concepts of professionalism.
Entry to the Profession employed an innovative approach to introducing first-year medical students to complex professionalism concepts. Future longitudinal investigations should aim to explore its impact at various stages of preclinical, clinical, and postgraduate training.
医生在个人全面融入当地社区的生活中发挥着关键作用。为了维持公众信任，医生和医学生都必须秉持专业价值观。我们旨在确保学生在为期3年、以科学为基础且与患者接触有限的临床前课程中认识到这些专业义务。
我们开发了一种基于简短情景的方法，向参加为期3年、以科学为基础的临床前医学课程的一年级学生传授职业素养。我们旨在从定量和定性两方面评估学生对该课程体验和影响的看法。
为临床前一年级医学生设计了一门名为“职业入门”的互动职业素养课程。使用既定的职业素养指南和专家共识创建并评估了两个基于情景的课程单元。课程实施过程中，通过5级李克特量表收集关于课程实施和职业素养培养的定量和定性反馈，并在课程结束后进行汇报。
在两年时间里，共有70名学生完成了“职业入门”课程。关于课程单元材料和后勤保障的反馈评分从4.16（标准差0.93；情景的适宜性）到4.66（标准差0.61；课程单元环境）不等。与职业素养知识和行为相关的反馈评分从3.11（标准差0.99；对职业素养的需求）到4.78（标准差0.42；职业素养的相关性）不等。定性反馈显示，在轻松、开放的环境中采用小组形式有助于对职业素养的主要概念进行讨论。
“职业入门”采用了一种创新方法，向一年级医学生介绍复杂的职业素养概念。未来的纵向研究应旨在探索其在临床前、临床和研究生培训各阶段的影响。
