Medical professionalism: Development and validation of the Arabian LAMPS

Al‐Eraky, Mohamed M.; Chandratilake, Madawa; Wajid, Gohar; Donkers, Jeroen; Merriënboer, Jeroen Van

doi:10.3109/0142159x.2013.765553

Cited by 31 publications

(31 citation statements)

References 35 publications

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“…The most highly scored items came from the empathy/humanism domain. This is in line with the work of Al-Eraky et al 16 and Tsai et al 21 On the other hand, the lowest scored items came from the domain of responsibility, which is not in line with Al-Eraky et al 16 However, El-Eraky et al 16 studied medical students and interns, which might have accounted for this difference. At the undergraduate level, the students may not yet be fully aware of their responsibilities as physicians.…”

Section: Discussionsupporting

confidence: 60%

“…The internal reliability of other scales for the assessment of professionalism in other studies ranged from 0.71 to 0.86. 15 , 16 , 29 , 30 Our tool seems to cover several professional themes which loaded to three factors: empathy/humanism, professional relationship/development, and responsibility. A USA charter of professionalism, published in 2002, described three fundamental principles of professionalism: patient welfare (altruism, trust, patient interest), patient autonomy (honesty, patient empowerment) and social justice.…”

Section: Discussionmentioning

confidence: 99%

“…Its internal reliability was good. Empathy and humanism factors have also been recognised in other tools as upholding principles of integty, 15 respect and relationships with others, 15 honour/integrity, 16 , 32 equity, 32 commitment to care, 21 patient-oriented issues, 21 and respect for others. 21 Empathy and humanism items are also one of the fundamental principles of medical professionalism.…”

Section: Discussionmentioning

confidence: 99%

“…Its internal reliability was good. These items were also recognised in other tools as relationship with others, 15 duty/accountability, 16 , 32 excellence/autonomy, 16 duty, 32 habit of professional practice 21 and respect for others. 21 One could anticipate that undergraduate students might not be fully aware of the need for professional development as this is usually a feature of long-life learning.…”

Section: Discussionmentioning

confidence: 99%

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Development and validation of a professionalism assessment scale for medical students

Klemenc–Ketiš

Vrecko

2014

Int J Med Educ

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ObjectivesTo develop and validate a scale for the assess-ment of professionalism in medical students based on students' perceptions of and attitudes towards professional-ism in medicine.MethodsThis was a mixed methods study with under-graduate medical students. Two focus groups were carried out with 12 students, followed by a transcript analysis (grounded theory method with open coding). Then, a 3-round Delphi with 20 family medicine experts was carried out. A psychometric assessment of the scale was performed with a group of 449 students. The items of the Professional-ism Assessment Scale could be answered on a five-point Likert scale.ResultsAfter the focus groups, the first version of the PAS consisted of 56 items and after the Delphi study, 30 items remained. The final sample for quantitative study consisted of 122 students (27.2% response rate). There were 95 (77.9%) female students in the sample. The mean age of the sample was 22.1 ± 2.1 years. After the principal component analysis, we removed 8 items and produced the final version of the PAS (22 items). The Cronbach's alpha of the scale was 0.88. Factor analysis revealed three factors: empathy and humanism, professional relationships and development and responsibility.ConclusionsThe new Professionalism Assessment Scale proved to be valid and reliable. It can be used for the assessment of professionalism in undergraduate medical students.

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Section: Discussionsupporting

confidence: 60%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Development and validation of a professionalism assessment scale for medical students

Klemenc–Ketiš

Vrecko

2014

Int J Med Educ

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“…The importance of formulating a framework which can help the medical educators understand and refine their approaches to dealing with unprofessional behavior is important as many Arabian teachers and students feel that professionalism education remains a gap in formal curricula [6]. The Committee of Deans of Medical Schools in the Kingdom of Saudi Arabia established a task force to develop a national competency framework for doctors [3].…”

Section: Introductionmentioning

confidence: 99%

Your professionalism is not my professionalism: congruence and variance in the views of medical students and faculty about professionalism

2016

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BackgroundMedical professionalism is an essential aspect of medical education and practice worldwide and it must be adopted according to different social and cultural contexts. We examined the current congruence and variance in the perception of professionalism in undergraduate medical students and faculty members in one medical school in Saudi Arabia.MethodsThe target population was first year to final year medical students of College of Medicine, King Saud University. Out of a total of 1431 students at College of Medicine 750 students (52 %) participated in the study. Fifty faculty members from clinical and non-clinical departments of the College of Medicine were randomly selected for this study and all participated in the study. The respondents recorded their responses through the Bristol online survey system, using a bilingual (English and Arabic) version of the Dundee Polyprofessionalism Inventory I: Academic integrity, which has 34 items.ResultsThere are 17 lapses (50 % of the total) in professional behaviour where none of the faculty recommend the ignore sanction while students recommended a variable ignore sanction in a range of 6–29 % for different behaviours. Students and faculty recommended similar sanctions for 5 lapses (14.7 % of the total) in professional behaviours. Furthermore, there is statistically significant two level difference between the sanctions approved by faculty and students in the recommended sanctions for 12 lapses (35 % of the total (p < 0.050).ConclusionsThese results raised concerns in relation to the students’ understanding of professionalism. It is therefore, important to enhance their learning around the attributes of medical professionalism.

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Toward Empowering Professionalism in Medical Education

Soltani Arabshahi,

Habibi

2024

Advances in Science, Technology &Amp; Innovation

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Medical professionalism: Development and validation of the Arabian LAMPS

Abstract: To the best of our knowledge, the LAMPS is the first context-specific inventory on medical professionalism attitudes in the Arabian context.

Cited by 31 publications

References 35 publications

Development and validation of a professionalism assessment scale for medical students

Development and validation of a professionalism assessment scale for medical students

Your professionalism is not my professionalism: congruence and variance in the views of medical students and faculty about professionalism

Toward Empowering Professionalism in Medical Education

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