In recent years, professionalism education has been incorporated into medical education as an important part of the curriculum. Through receiving professionalism education, most medical students gradually acquire professionalism, including a professional attitude. However, some medical students demonstrate unprofessional behavior that raises concerns among faculty and other students. There are various stages to dealing with unprofessional behavior, as follows: definition, prevention, detection, evaluation, correction, and follow-up. However, it is often difficult to identify unprofessional behavior and respond appropriately. In this study, overview of medical students’ unprofessional behavior from previous studies on medical students’ unprofessionalism behavior, and how to identify and evaluate medical students’ unprofessional behavior, and effective education that can correct medical students’ unprofessional behavior was analyzed by reviewing 52 articles. Medical students’ unprofessional behavior is classified into the following four categories: “lack of involvement,” “lack of integrity,” “lack of interaction,” and “lack of introspection.” The occurrence of unprofessional behavior was found to be attributed to personal problems, interpersonal problems, external factors, and environmental factors. Educators analyzed unprofessional behavior and its causes from four categories. Medical students should perform reflective writing to help them reflect on their unprofessional behavior. Educators should use this reflective writing to interact with medical students, and to investigate and analyze the students’ unprofessional behavior. Furthermore, educators will need to assess unprofessional behavior using a roadmap to address unprofessionalism, and to respond appropriately to each stage of the roadmap. Individualized educational interventions should be provided to help students correct their unprofessional behavior.
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Purpose A doctor’s professional behavior and clinical competency reflect a range of personal and interpersonal qualities, attributes, commitments, and values. This study aimed to identify the most influential factor of medical competence regarding patient management ability.
Methods We used an analytic observational design with a cross-sectional approach, and gathered the perceptions of medical school graduates of Bandung Islamic University via an online questionnaire scored on a Likert scale. Two hundred and six medical graduates who graduated at least 3 years prior to survey were included in the study. The factors evaluated included humanism, cognitive competence, clinical skill competence, professional behavior, patient management ability, and interpersonal skill. IBM AMOS ver. 26.0 (IBM Corp., Armonk, USA) was used for structural equation modelling of the six variables latent and 35 indicator variables.
Results We found that graduates have highly positive perceptions of the humanism (95.67%). Followed by interpersonal skills (91.26%), patient management (89.53%), professional behavior (88.47%), and cognitive competence (87.12%). They rated clinical skill competence the lowest (81.7%). Regarding factors that contribute to patient management ability, the aspects of humanism, interpersonal skill, and professional behavior were found to significantly affect patient management ability (p-value=0.035, 0.00, and 0.00, respectively) with a critical rate of 2.11, 4.31, and 4.26 consecutively.
Conclusion Humanism and interpersonal skill are two important factors that medical graduates assessed very positively. According to surveyed medical graduates, their expectations of the institution were met regarding humanism. However, there is a need to strengthen medical students’ clinical skills and improve their cognitive abilities through educational programs.
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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 We did this study to find out the current teaching status of the medical humanities and social sciences curriculum in Korean medical schools. Further, we discuss the tasks at hand to improve the curriculum in medical education. METHODS: The curricula of 41 medical schools and the syllabi of 10 schools were examined. We analyzed the tables of course organization and contents of integrated medical humanities. After analysis of the contents, they were grouped into 6 categories of medical humanities and social sciences domain. RESULTS: Our results are as follow: 1) there are 3 types of medical humanities and social sciences subject forms: inter-disciplinary (integrated, for example, PDS), multi-disciplinary (separated subject form), and mixed (integrated+separated); 2) most schools offer medical humanities and social sciences in a required class; 3) medical humanities and social sciences are taught through all school years and all 8 graduate medical schools offer a medical humanities and social sciences course from year 1; and 4) the average academic credits for medical humanities are 10 or 11. With respect to the curriculum content, there is some commonality in 10 schools: disease prevention, health improvement, medical ethics, medical regulation, professionalism, and community medicine. Differences were seen in content selection and organization. CONCLUSION: After brief reviews of the medical humanities and social science curriculums, we discovered that all Korean medical schools meet the need of medical humanities and social sciences education. However, curriculum implementation differed in various ways. We suggest the following tasks: 1) clarification of educational goals in order to develop a core curriculum of medical humanities and social sciences in Korea; 2) sharing experiences of developing a well-designed curriculum with other medical schools for effective teaching of this subject area.
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Scientific and humanistic aspects are integral to medicine and they must be bounded and integrated, not to suggest that one is more important than the other, or that they operate separately.In fact, the symbol of the physician, 'Caduceus' properly represents the bonding and intertwining between two forces of knowledge and wisdom or science and humanities, and as seen in the Hippocratic Oath, the humanities and the humanistic aspect of medical profession were important parts of practice thousands of years before medicine learned to use science as a new approach to acquire knowledge.
However, the advances in science and technology in the early twenty century have fostered an emphasis on knowledge and technical skills in medical education with a neglect of the traditional humane and interpersonal aspects of the practice of medicine.
Due to these concerns, for the last some 30years, there have been many attempts to improve general professional education and promote humanities curricula in medical education such as atruistic attitudes and professional behaviors that those pursuing careers in medicine should possess.
This paper briefly reviews current status of teaching medical humanities and social sciences in Korean medical schools, and discusses tasks to be coped with to further improve the medical humanities 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 humanities and social sciences in Korean medical schools.
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