Student Perceptions of the Professional Behavior of Faculty Physicians

Abstract

This study was conducted to obtain a baseline understanding of the professional behavior of clinical faculty physicians from the medical students' perspective. Students completed a professionalism evaluation of supervising faculty at the end of each required third-year clerkship over a one year period. Results were analyzed by specific behaviors and across clerkships. Differences were noted in the frequency of the types of problems seen, and varied by clerkship discipline. The most common transgressions of professional behavior reported were the use of derogatory language towards other services or patients and the disrespectful treatment of others. Our study served to provide objective feedback to the faculty about student perceptions of faculty as role models for professionalism while on clinical rotations.

Teaching professionalism: a South African perspective

“…As many of these attributes represent behaviour that can be modified the authors concluded that providing advice and Teaching professionalism e287 training could help more physicians to become excellent role models. Szauter et al (2003) found that students had observed the following transgressions by role models in their faculty:…”

Unethical Behaviour Witnessed by Medical Students During Their Medical Studies

“…Describing other clinical services or other doctors in a derogatory manner accounted for 33.3% of the reports, while withholding or giving false information to patients and families, and treating non-physician health care workers in a disrespectful manner were observed in 22% and 11.1% of the cases, respectively. Of interest, Szauter et al reported that the most common transgressions of faculty were derogatory comments directed at other services, at patients, or towards a patient's family [3].…”

“…The first part of the questionnaire asked whether students ever witnessed unethical behaviour; whether it occurred during the preclinical or clinical years of study; whether the unethical behaviour witnessed was performed by a student, resident, senior physician, nurse or other; whether the student reported the unethical behaviour to anyone; and finally, if they discussed the event with their classmates. The second part of the questionnaire was based on one designed and utilized by [3].…”

“…The first part of the questionnaire asked whether students ever witnessed unethical behaviour; whether it occurred during the preclinical or clinical years of study; whether the unethical behaviour witnessed was performed by a student, resident, senior physician, nurse or other; whether the student reported the unethical behaviour to anyone; and finally, if they discussed the event with their classmates. The second part of the questionnaire was based on one designed and utilized by [3]. Students were asked to indicate whether they witnessed any of the following behaviours by physicians during their clinical rotations and electives: describing patients or their families in a derogatory manner; withholding or giving false information to patients or families; discussing confidential information in an inappropriate setting; treating patients differently because of their background/race/beliefs, etc.…”

Reflecting on BCMP students’ experiences of professionalism during clinical rotations

“…Similar findings are reported in studies conducted in other universities. [14][15][16][17] Autonomy BCMP students engaged with the complexity of the consent process and subsequent challenges in obtaining informed consent. [15,18] Students referred to the 'dynamics of the consent process that are unique to South Africa' as they "The extended set of responsibilities that include the respectful, sensitive focus on individual patient needs that transcends the physician's self-interest, the understanding and use of the cultural dimension in clinical care, the support of colleagues, and the sustained commitment to the broader societal goals of medicine as a profession".…”