Perceptions of medical students towards the practice of professionalism at the Arabian Gulf University

Abstract

Background To enhance the development of a curriculum in professionalism for medical students, the aim of this research was to evaluate medical students’ responses regarding professionalism teaching and behaviors in their clinical experience at the Arabian Gulf University (AGU). Methods A retrospective cross-sectional, questionnaire-based study involving Year 5 medical students at the AGU. We used a “climate of professionalism” survey that consisted of two parts. The first part asked students to rate their perceptions of the frequency of professionalism practices of their peers (medical students), residents, and faculty. The response choices included: “mostly”, “sometimes”, and “rarely”. The second part asked the students to assess their perceptions of the professionalism teaching and behaviors of the faculty. The response choices included: “mostly”, “sometimes”, and “rarely”. We calculated an overall score for the responses in both parts of the questionnaire by assigning 3, 2, and 1 points to the response choices, respectively. We also calculated subscale scores reflecting different professionalism constructs. We used descriptive statistics and a one-way Analysis of Variance (ANOVA) followed by multiple testing comparisons with Bonferroni correction to examine pairwise comparisons. A p < 0.05 was considered statistically significant. Results The mean total scores of participants’ ratings of professional behaviors of medical students, residents, and faculty for each academic year were approximately 60% of the total maximum score. The mean total scores of participants’ rating of faculty’s teaching and modeling behaviors concerning professionalism were approximately 58% of the maximum score. Compared with similar studies performed in the Arab Region, ratings regarding professional teaching and modeling of professionalism were lower. Conclusion We recommend the further evaluation of professionalism teaching and behaviors at the AGU and further discussions regarding curriculum reform.

Medical students’ perception of professionalism climate in clinical settings

“…It is interesting that another study has reported that both students and residents consider their own group more professional than the other group simultaneously ( 33 ). Al Gahtani et al, who used the same instrument as we did, found that students rated their peers’ professional behavior higher than that of faculty and residents ( 36 ). The explanation may be that residents usually spend more time in the hospital than students and faculty members and are exposed to more workload and stress, and so their threshold for unprofessional behaviors lowers.…”

Developing and validating an instrument to measure: the medical professionalism climate in clinical settings

“…is a culture-sensitive concept and any tool for measuring its constructs in the clinical setting should reflect the cultural context (14).…”

“…In addition, the development and application of questionnaires at the beginning of professionalism enhancement programs could encourage the involved people (residents, faculty members and staff) to adhere to professional codes and improve the current situation ( 12 , 13 ). Professionalism is a culture-sensitive concept and any tool for measuring its constructs in the clinical setting should reflect the cultural context ( 14 ).…”

Student Perceptions of and Attitudes towards Academic Integrity Policies at an Omani University

“…Patients need to be able to trust their caregivers with their health and life. 6 One of the most effective strategies to combat academic dishonesty is creating policies and codes of honour to nurture a culture of academic integrity. 7 It has been shown that students who engage in cheating behaviours have little knowledge of these policies.…”

“… 5 This is particularly troublesome among healthcare professionals who are expected to be sincere and trustworthy given that patients need to be able to trust their caregivers with their health and life. 6 …”