Song Xiaomei, Willy Mildred J
School of Medicine, Case Western Reserve University, 9501 Euclid Ave., Cleveland, OH 44106 USA.
College of Medicine, Central Michigan University, Mount Pleasant, MI USA.
Med Sci Educ. 2024 Jun 8;34(5):1049-1057. doi: 10.1007/s40670-024-02087-9. eCollection 2024 Oct.
Professionalism stands as a fundamental cornerstone within the realm of physician training, representing a core competency that holds significant importance. It entails creating workplaces that are physically and psychologically safe within the health care system. Positive role modeling from health professionals is important in creating a learning environment that fosters diversity, equity, and inclusion for all. Using the mixed-methods sequential design, this study investigated unprofessional behaviors and biased perceptions demonstrated by health professionals as perceived and experienced by medical students during their clinical rotations at one medical school. Seventy-three M3 students and 37 M4 students responded to the survey, followed by three focus groups ( = 11) to further examine unprofessionalism and biases as well as impacts on performance, learning opportunities, and well-being. The results from both the quantitative and qualitative data demonstrate the presence of unprofessionalism and biases within the current medical education environment. These issues include a lack of respect and compassion, a lack of commitment to professional duties, malfunctioning teamwork, and a lack of sensitivity towards individuals regardless of their group affiliations. The unprofessional behaviors and biased perceptions have detrimental impacts on students' performance, learning, and well-being. The reasons behind unprofessionalism and bias are multifaceted, influenced by societal and local environmental factors that extend beyond individual beliefs and values. By collecting empirical data on students' experiences and perceptions, the study sheds light on the areas that need improvement and offers insights into adopting strategies to decrease unprofessional conducts and foster a respectful and inclusive learning environment.
专业精神是医师培训领域的一项基本基石，代表着一项极为重要的核心能力。它要求在医疗保健系统中营造身心安全的工作场所。医疗专业人员树立积极的榜样，对于营造一个促进所有人的多样性、公平性和包容性的学习环境至关重要。本研究采用混合方法序列设计，调查了一所医学院的医学生在临床轮转期间所感知和经历的医疗专业人员表现出的不专业行为和偏见认知。73名三年级医学生和37名四年级医学生参与了调查，随后进行了三个焦点小组（共11人）讨论，以进一步探讨不专业行为和偏见以及对表现、学习机会和幸福感的影响。定量和定性数据的结果均表明，当前医学教育环境中存在不专业行为和偏见。这些问题包括缺乏尊重和同情心、对职业职责缺乏担当、团队协作失灵以及对个人缺乏敏感性，无论其所属群体如何。不专业行为和偏见认知对学生的表现、学习和幸福感产生不利影响。不专业行为和偏见背后的原因是多方面的，受到社会和当地环境因素的影响，这些因素超出了个人信仰和价值观的范畴。通过收集关于学生经历和认知的实证数据，本研究揭示了需要改进的领域，并为采取策略减少不专业行为和营造一个尊重和包容的学习环境提供了见解。
