Purpose This study aimed to clarify the attitudes, behaviors, and learning experiences of first-year medical students participating in a nursing practice training aimed at enhancing their professionalism.
Methods A questionnaire survey was conducted among first-year medical students after their nursing practical training to understand their learning experiences. Descriptive statistics was performed for each questionnaire item. For free-text responses, descriptions were grouped by input data with similar content and meaning, and analyzed qualitatively. Others’ evaluation and self-evaluation were analyzed quantitatively.
Results Most students were actively engaged and fulfilled in the training. The free comments generated these categories: “nursing care,” “roles of nurses,” “patient impressions,” “multidisciplinary cooperation,” “communication,” and “what is required of physicians. On the first day, all items evaluated had higher mean scores in the others’ evaluation than in the self-evaluation. On the second day, for “maintains standards of personal appearance (including uniform, hair, and name tag),” the others’ evaluation means were higher than the self-evaluation means. T-tests showed a significant difference in “maintains standards of personal appearance (including uniform, hair, and name tag)” (t=-2.103, degrees of freedom [df]=71.104, p<0.05) and “attends to patients with a polite manner” (t=-2.087, df=74, p<0.05) for both the high and low groups.
Conclusion Greeting, appearance, communication skills, and attitude were found to be the important bases of attitude education in the nursing training ideally involving multidisciplinary professionals. The medical students were able to grasp what is required of doctors and objectively view such position from the viewpoints of nurses and patients.
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PURPOSE Evaluating the professional attributes of medical students is critical, because medical professionalism is an essential quality of a good doctor. But, few studies have examined the tools for assessing such attributes. This study analyzed factors of medical professionalism in medical students to develop standards that can assess medical professional attributes.
METHODS A total of 1,508 medical students in Korean medical schools or colleges answered a self-assessment survey of medical professionalism elements from 2005 to 2012 that we developed. The survey consisted of core 31 attributes on a 5-point Likert scale. Factor analysis was performed using SPSS version 20.0 and AMOS version 20.0.
RESULTS Exploratory factor analysis revealed six factors with total variance of 59.56%. The factors were termed 'empathy and accountability,' 'self-development skills,' 'academic competence,' 'interpersonal skills,' 'high intelligence,' and 'attitude towards oneself and life.' These factors showed statistically significant correlation (0.310~0.663). From the confirmatory factor analysis a six-factor model were appropriate (CFI=0.873, TLI=0.853, RMSEA=0.065). Cronbach-alpha of six factors ranged from 0.718 to 0.864.
CONCLUSION Good doctors need to have not only appropriate standards of medical knowledge but also skills to understand and communicate well with patients, as well as self-management skills, which should not be overlooked in the medical education curriculum. By optimizing the results of this study, a more refined assessment tool of professionalism can be exploited.
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In recent years, several high-profile cases related with misconduct by doctors and medical students have led to increased media interest and public concern regarding doctors who fail to maintain the expected professional standards. In response to these concerns and the increasing awareness of the social responsibility of medicine, the importance of professionalism in medical school is receiving renewed attention in our medical society. Many studies in other countries have stressed the early detection and intervention of unprofessional behaviors in medical students using an adequate evaluation system. The authors intended to explore strategies that reinforce professionalism education and prevent misconduct in medical students. We conducted an extensive literature review to identify patterns and categorize issues of misconduct and unprofessional behavior by medical students; existing evidence to determine why early detection and intervention of are crucial to prevent future misbehavior and disciplinary action by doctors; and education and evaluation systems to enhance professionalism for medical students.
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PURPOSE How does professionalism develop while becoming a great doctor? This study based on the life of Avison, a great doctor, aims to identify the developmental features of an excellence and professionally ethical doctor.
METHODS We chose Oliver R. Avison, who founded the first modern hospital and medical school in Korea, now known as Severance Hospital and Yonsei University College of Medicine. Sixteen pivotal events in Avison's life were extracted, based on 2 standards: self-memory and strong feeling. Further we analyzed Avison' life using a professional development analysis model.
RESULTS Oliver Avison's medical professionalism development was divided into 4 periods: 'Motivating in Medicine period', 'Medical Training period', 'Medical Doctor period', and 'Medical Educating period'. A hallmark of Oliver Avison's medical professionalism development was the growth of motivation and social responsibility, medical knowledge, medical creativity, intra-personal intelligence, and relationship forming abilities.
CONCLUSION To excel in medicine, a medical student should be encouraged to understand his unique intellectual potentials and interest as a medical worker, and try to understand problems in the established domain and field of medicine, to develop new medical symbol systems, and climates.
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PURPOSE Today, the social requirement of medicine emphasizes the importance of medical professionalism. This forces medical educators to introduce new contents and methods into the curriculum. This study aims to offer ideas for developing the curriculum through clarifying priorities on the basic qualities of medical professionalism and evaluating the current curriculums in medical schools in South Korea. METHODS: In April 2005, 46 respondents majoring in basic medical sciences, clinical medicine, and medical humanities/social sciences completed a structured questionnaire. The questionnaire consisted of 3 categories related to: 1) the basic qualities of medical professionalism/general education courses, 2) the process of developing the qualities of humanities and social sciences in medical education, and 3) the appropriate allocation of credits for each subject to premedical and medical courses.
The analysis consisted of frequency, chi-square, and multiple responses using Korean Ed, SPSS 14.0 for Windows.
RESULTS The most important basic quality is basic medical knowledge. The credits for the general education are sufficient but it's contribution is lacking (44.44%). The most lacking element in the general education courses is socio-cultural comprehension (45.65%). The knowledge of humanities and social sciences is very important in developing the basic qualities (56.52%). The important learning experiences related to these is the introspection into human beings (32.16%). Credits for medical humanities classes in premedical and medical course are noticeably insufficient (45.65, 54.35%, respectively). The appropriate program of informal curriculum for fostering the qualities is meeting with various medical specialists (44.44%, 47.83%, respectively). There is almost no difference among the major groups under (p<.05.) CONCLUSION: To assist medical students to be equipped with the basic qualities of medical professionalism, the realm of medical humanities should be made mandatory; and the general education courses need to be reformed, especially in the premedical curriculum. In particular, continuous cooperation between faculties in medicine, liberal arts, and/or social sciences need to exist with the conglomeration of these into fewer medical humanities majors in Korea.
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The Medical Student Objectives Project of the American Association of Medical Colleges states that physicians must demonstrate "a commitment to advocate at all times the interests of one's patients over one's own interests," as well as "an understanding of the threats to medical professionalism posed by the conflicts of interest inherent in various financial and organizational arrangements for the practice of medicine." Due to these concerns, for the last some 30 years, there have been many attempts to improve medical professionalism curriculum in medical education such as altruistic attitudes and professional behaviors that those pursuing careers in medicine should possess. However, physicians today are not infrequently confronting conflicts of interest, such as those arising between the health system that employs them and the individual patient seeking care.
This paper briefly reviews current status of teaching medical professionalism in Korean medical schools, and discusses tasks to be coped with to further improve the medical professionalism curriculum in Korea including development of effective teaching and evaluation methods.
This paper also emphasizes the importance of the role of the medical education systems such as National Licensing Medical Examination and the Medical School Accreditation System in improving the teaching of medical professionalism in Korean medical schools.
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Basic research to guide alterations in an outcome-based curriculum Hyo Hyun Yoo Korean Journal of Medical Education.2014; 26(4): 265. CrossRef
Development of an inventory assessing medical students' attitudes towards academic misconduct Hyo Jin Kwon, Young-Mee Lee, Young Hee Lee Korean Journal of Medical Education.2013; 25(3): 211. CrossRef
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PURPOSE Medical professionalism has become a very popular theme in medical education since 2000. Despite the high interest, not alot of variety of studies have been done. In particular, it is very difficult to find a study focusing on the professionalism level of medical students; and none exists in Korea. The purpose of this study is to examine the level of medical professionalism in medical students and the differences between the academic years. METHODS: Of the 41 medical schools in Korea, eight were sampled randomly. From these, 2,590 medical students were finally chosen for the survey. Independent t-test and one-way Anova were used to analyse the differences between the academic years. RESULTS: The level of medical professionalism (medical knowledge, skills and attitude) of premedical students and medical students all appeared to be below average or average. For premedical students, differences were seen in 'professional knowledge' but still at a below average level. By graduation, medical students showed an overall increase in all three domains of medical professionalism, especially in 'professional attitude'. Their scores, however, did not reach more than average. CONCLUSION: There are specific areas of weaknesses in medical professionalism in students; and as their level of professionalism was not satisfactory even by the time of graduation, medical educators need to reconsider the present medical professionalism curriculum and investigate ways to improve the level of medical professionalism in medical students.
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Current Status of ‘Professional Identity Formation’ Education in the Medical Professionalism Curriculum in Korea Young-Hee Lee Korean Medical Education Review.2021; 23(2): 90. CrossRef
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Relationships among Cultural Disposition, Morality, and Psychological Health of Medical Students in a Province of Korea Sunyoung Lee, Byungduck An Korean Medical Education Review.2016; 18(1): 26. CrossRef
Development of an inventory assessing medical students' attitudes towards academic misconduct Hyo Jin Kwon, Young-Mee Lee, Young Hee Lee Korean Journal of Medical Education.2013; 25(3): 211. CrossRef
A Review of the Patterns of Unprofessional Behavior and Evaluation Programs to Prevent Misconduct by Medical Students Young Hee Lee, Young-Mee Lee Korean Journal of Medical Education.2012; 24(2): 93. CrossRef
Korean Medical Students' Cognitive, Emotional, and Social Characteristics Sook Hee Ryue, Hae Bum Lee Korean Journal of Medical Education.2012; 24(2): 103. CrossRef
Exploratory and Confirmatory Factor Analysis of Medical Professionalism Core Attributes Scale Keumho Lee, Yera Hur Korean Journal of Medical Education.2012; 24(4): 339. CrossRef
Are Medical Students Satisfied with Their Medical Professionalism Education? Yera Hur, Ji-Ha Kim, Chang-Jin Choi Korean Journal of Medical Education.2010; 22(1): 65. CrossRef
Are There Gaps between Medical Students and Professors in the Perception of Students' Professionalism Level? - Secondary Publication Yera Hur Yonsei Medical Journal.2009; 50(6): 751. CrossRef
Are There Gaps in the Perception of Medical Students' Professionalism Between Medical Students and Professors? Yera Hur Korean Journal of Medical Education.2008; 20(3): 209. CrossRef
PURPOSE The primary concern of this study was to identify the core elements of medical professionalism [in] medical school applicants.
METHODS 250 medical school professors were chosen to participate in a Delphi study and 250 medical students were asked to complete questionnaires. 106 responses from the Delphi survey and 230 completed questionnaires were finally used for analysis. The Delphi survey was repeated four times and from this result, the medical students' questionnaires were made. The questionnaire for pre-medical students included 27 medical professionalism statements.
RESULTS Responses from the Delphi survey and questionnaires revealed the following: 1) of the 27 medical professionalism elements examined, the most important core element was thought to be 'life-long learning skills', 2) the level of professionalism in Korean medical students was mostly assessed to be below 3.0 mean score by the professors, and 3) there were significant differences between the professors' and the premedical students' assessments of the level of medical professionalism inpremedical students.
Premedical students tended to rate themselves higher than the professors.
CONCLUSION Medical professionalism includes the areas of professional knowledge, skills, and attitude and their designated domains and elements. These areas should be considered when selecting people into medical schools.
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Medical students’ self-evaluation of character, and method of character education Yera Hur, Sanghee Yeo, Keumho Lee BMC Medical Education.2022;[Epub] CrossRef
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How to Set an Educational Goal Sun Huh Korean Journal of Medical Education.2011; 23(4): 241. CrossRef
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Impacts of Problem-Based Professionalism Course in Dental Education Young-A Ji, Min-Kang Kim, Jae-il Lee Korean Journal of Medical Education.2010; 22(4): 275. CrossRef
Are Medical Students Satisfied with Their Medical Professionalism Education? Yera Hur, Ji-Ha Kim, Chang-Jin Choi Korean Journal of Medical Education.2010; 22(1): 65. CrossRef
Medical Professionalism Development of Oliver R. Avison Sook-hee Ryue, Eun Bae Yang Korean Journal of Medical Education.2009; 21(2): 185. CrossRef
Are There Gaps between Medical Students and Professors in the Perception of Students' Professionalism Level? - Secondary Publication Yera Hur Yonsei Medical Journal.2009; 50(6): 751. CrossRef
Are There Gaps in the Perception of Medical Students' Professionalism Between Medical Students and Professors? Yera Hur Korean Journal of Medical Education.2008; 20(3): 209. CrossRef
Medical Students' Self Assessment on Medical Professionalism Yera Hur, Sungho H Lee, Sun Kim Korean Journal of Medical Education.2008; 20(1): 23. CrossRef
Development and Evaluation of the ‘Doctor and Leadership’ Curriculum Sangsook Lee, Minho Seo, Joonsik Kim, Jaeryong Kim, Woo-Hyun Park, Kyunghee Chun, Youngsoon Park Korean Journal of Medical Education.2007; 19(4): 279. CrossRef
PURPOSE As the importance of teaching professionalism has become more emphasized in medical education, Korean medical educators are trying to introduce and revise new learning materials concerning professionalism. The purpose of this study is to analyze the transition of curricula subjects related to medical professionalism in Korean medical schools. METHODS: A search for the learning subjects was done by reviewing the' Korean Medical Education Guide'from 1998 to present. Subject titles relating to medical professionalism and the time allocation of these subjects in lectures and laboratories in the 41 Korean Medical Schools were identified. The annual increasing rate of related subjects, as well as some characteristic differences between medical schools were analyzed. RESULTS: There were 28 subjects with content on medical professionalism in 1998/99.
There was a rapid increase in the introduction of professionalism to the curriculum annually. Although private medical schools outnumber the public system, there was no significant difference between them in the number of established subjects. But schools with fewer students had more programs relating to professionalism. This may be seen as a reflection of the relatively newly established schools with fewer students being more ready to adopt curriculum reform than older, larger medical schools. CONCLUSION: The results show that there has been a rapid growth in the number of subjects relating to medical professionalism in the curriculua at Korean medical schools. This study focused mainly on analyzing the current subject constellation in the curricula. A further study on the specifics of curriculum content and its teaching method is required.
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Exploratory and Confirmatory Factor Analysis of Medical Professionalism Core Attributes Scale Keumho Lee, Yera Hur Korean Journal of Medical Education.2012; 24(4): 339. CrossRef
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Teaching Medical Professionalism in Korean Medical Schools: Tasks and Prospect Kwang-ho Meng Korean Journal of Medical Education.2008; 20(1): 3. CrossRef
Medical Students' Self Assessment on Medical Professionalism Yera Hur, Sungho H Lee, Sun Kim Korean Journal of Medical Education.2008; 20(1): 23. CrossRef
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