Department of General Practice (General Internal Medicine), Peking Union Medical College Hospital, Chinese Academy of Medical Sciences and Peking Union Medical College, Beijing, China.
Department of Gastroenterology, Peking Union Medical College Hospital, Chinese Academy of Medical Sciences and Peking Union Medical College, Beijing, China.
Medicine (Baltimore). 2023 Aug 11;102(32):e34640. doi: 10.1097/MD.0000000000034640.
There is no common medical professionalism framework in China, mandating work to conceptualize professionalism from various perspectives. Studies on students viewpoints about medical professionalism are limited. Therefore, this study aimed to investigate how Chinese medical students perceive professionalism to provide a reference for future medical education reform and policy development. Fifty-four written reflections on medical professionalism were collected from first-year students of China 4 + 4 medical education program enrolled in 2020 to 2021 academic years. Essays were subjected to thematic analysis using NVivo 12. Three main themes emerged: inter-personal, intra-personal, and public professionalism. Students emphasized the importance of physician-patient relationships, proficiency of medical knowledge, and enthusiasm for promoting health-related issues. By contrast, teamwork and confidentiality were not considered essential aspects of professionalism. The medical professionalism framework articulated by students in China was roughly the same as in other countries. Where there were differences, these may have been due to the unique sociocultural environment. Future medical professionalism education should be adjusted according to students understanding of professionalism.
中国没有通用的医学专业精神框架，需要从多个角度来构思专业精神。关于医学生对医学专业精神的看法的研究有限。因此，本研究旨在调查中国医学生如何看待专业精神，为未来的医学教育改革和政策制定提供参考。
本研究从 2020 年至 2021 学年入读中国 4+4 医学教育项目的一年级学生中收集了 54 篇关于医学专业精神的书面反思。使用 NVivo 12 对文章进行主题分析。出现了三个主要主题：人际、个体和公众专业精神。学生强调了医患关系、医学知识的熟练程度和促进与健康相关问题的热情的重要性。相比之下，团队合作和保密性被认为不是专业精神的重要方面。中国学生阐述的医学专业精神框架大致与其他国家相同。存在差异的地方，可能是由于独特的社会文化环境造成的。未来的医学专业精神教育应根据学生对专业精神的理解进行调整。
