Mianehsaz Elaheh, Saber Ali, Tabatabaee Seyed Mohammadreza, Faghihi Atiye
Department of Physical Medicine and Rehabilitation, Faculty of Medicine, Kashan University of Medical Sciences, Kashan, Iran.
Department of Medical Ethics, Faculty of Medicine, Kashan University of Medical Sciences, Kashan, Iran.
J Adv Med Educ Prof. 2023 Jan;11(1):42-49. doi: 10.30476/JAMP.2022.95605.1651.
Professionalism, as one of the core competencies of physicians, is essential for providing the patients with higher quality care. It is an abstract concept and its education and assessment need objective and operational methods. The present study aimed at teaching the concepts of professionalism based on a scenario-based approach using role-playing and reflection.
This is a pre-experimental study (one-group pretest-posttest design) with a mixed method approach. The study was conducted on 18 medical students (by voluntary sampling method) who had enrolled in the Medical Ethics Course at Kashan University of Medical Sciences in 2020. Twelve scenarios were designed about the most prevalent issues of medical professionalism. In each session, one group of students played out their scenarios and then, the participants and instructors discussed their role-playing. Participants' knowledge about professionalism was assessed at the beginning and end of each session, and they completed a satisfaction questionnaire and a reflection form. T-tests (one-sample and paired T-test) were applied for statistical analysis. Quantitative and qualitative data were analyzed using SPSS software (version 26), and P<0.05 was considered statistically significant. Conventional content analysis was used to analyze the qualitative data.
The mean scores of the participants' knowledge in post-test were significantly higher than those in the pre-test (P=0.042, t=-2.074). The mean scores of the participants' role-playing quality (p<0.001) and satisfaction (p=0.001) were significantly higher than their corresponding test values. Qualitative analysis of the participants' reflections revealed their satisfaction with the study intervention.
The scenarios, role-playing, and reflection could provide an opportunity for operationalizing the concepts of professionalism and deep learning of students. Medical instructors need to improve their knowledge and skills of using active methods in teaching professionalism to medical students.
职业素养作为医生的核心能力之一，对于为患者提供更高质量的医疗服务至关重要。它是一个抽象的概念，其教育和评估需要客观且可操作的方法。本研究旨在基于情景模拟法，通过角色扮演和反思来教授职业素养的概念。
这是一项采用混合方法的预实验研究（单组前后测设计）。该研究对2020年在库姆医科大学注册参加医学伦理学课程的18名医学生（采用自愿抽样法）进行。设计了12个关于医学职业素养最普遍问题的情景。在每次课程中，一组学生进行情景模拟，然后参与者和教师讨论他们的角色扮演。在每次课程开始和结束时评估参与者对职业素养的知识，并让他们填写一份满意度问卷和一份反思表。采用t检验（单样本t检验和配对t检验）进行统计分析。使用SPSS软件（版本26）对定量和定性数据进行分析，P<0.05被认为具有统计学意义。采用传统内容分析法对定性数据进行分析。
后测中参与者知识的平均得分显著高于前测（P=0.042，t=-2.074）。参与者角色扮演质量（p<0.001）和满意度（p=0.001）的平均得分显著高于相应的测试值。对参与者反思的定性分析显示他们对研究干预感到满意。
情景模拟、角色扮演和反思可为职业素养概念的操作化和学生的深度学习提供机会。医学教师需要提高他们在向医学生教授职业素养时使用主动方法的知识和技能。
