Introducing the Professionalism Mini-Evaluation Exercise (P-MEX) in Japan: Results From a Multicenter, Cross-Sectional Study

Tsugawa, Yusuke; Ohbu, Sadayoshi; Cruess, Richard L.; Cruess, Sylvia R.; Okubo, Tomoya; Takahashi, Osamu; Tokuda, Yasuharu; Heist, Brian S.; Bito, Seiji; Itoh, Toshiyuki; Aoki, Akiko; Chiba, Tsutomu; Fukui, Tsuguya

doi:10.1097/acm.0b013e3182222ba0

Cited by 42 publications

(38 citation statements)

References 17 publications

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“…7,8 In our study, the 379 P-MEX forms resulted in a mean aggregate score of 3.20 (SD=0.33). P-MEX mean scores in previous validation studies were surprisingly similar to our study's results: in the original P-MEX validation study of medical students, 211 P-MEX forms were counted with a mean aggregate score of 3.25; in the second validation study of medical residents, 837 P-MEX forms resulted in a mean aggregate score of 3.25 (SD=0.44).…”

Section: Discussionmentioning

confidence: 58%

“…4 The Professionalism Mini-Evaluation Exercise (P-MEX), developed at McGill University, was designed to provide an objective assessment tool for medical students' professional behavior during a clinical encounter and during non-patient encounters, such as small group sessions and sign-out rounds. 7,8 The P-MEX domains of doctor-patient relationship skills, reflective skills, and interprofessional I n dental education, professionalism has been viewed as a requirement for individuals to achieve and maintain competence in the practice of dentistry. [4][5][6][7] The P-MEX evaluates 21 specific professional behaviors on a four-point rating scale and can be completed in a variety of clinical settings following a direct observation encounter of approximately 15 minutes.…”

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confidence: 99%

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Advancing the Measurement of Dental Students’ Professionalism

Farah-Franco

Singer-Chang

Deoghare

2017

Journal of Dental Education

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In dental education, professionalism has been viewed as a requirement in order to achieve and maintain competence in the practice of dentistry. The Professionalism Mini-Evaluation Exercise (P-MEX), a 21-item instrument validated in medicine, is often used to measure the following observable professionalism behaviors: doctor-patient relationship, reflective skills, time management skills, and interprofessional relationship skills. Emotional intelligence (EI) is defined as the ability to accurately perceive emotions in oneself and in others in order to improve performance and personal growth. The primary aim of this study was to elucidate for dental education the relationship of professionalism as measured by the P-MEX to EI as measured by the Emotional Quotient Inventory (EQ-i) 2.0, and the secondary aim was to explore relationships between EQ-i 2.0 subscales and the P-MEX. A correlational cohort study was conducted in 2015-16 in which the EQ-i 2.0 was administered to dental students at one U.S. dental school at the end of their second year as they began their clinical education experience. Out of a total class of 66 students, 49 (74%) were chosen to participate through randomized selection in order to have about 12 students per team clinic group. The P-MEX evaluations were collected eight months later in three settings: the comprehensive care clinic, community outreach clinics, and clinical care seminars. The students' EQ-i 2.0 mean scores and P-MEX mean scores resulted in a non-significant correlation. However, the EQ-i 2.0 subscales self-actualization and happiness were significantly correlated with the P-MEX mean scores. These results suggest that there was a relationship between these students' EI and professionalism, which supports the use of both for the evaluation and development of professionalism through a multiple triangulated effort.

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Section: Discussionmentioning

confidence: 58%

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confidence: 99%

Advancing the Measurement of Dental Students’ Professionalism

Farah-Franco

Singer-Chang

Deoghare

2017

Journal of Dental Education

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“…Compared to residents in the 2005 survey, those in the 2013 survey performed better for five scenarios (gifts, conflict of interest, confidentiality, impairment, and honesty) but not for the harassment scenario. Therefore, we proposed the implementation of a validated assessment tool and the improvement of curriculum for teaching professionalism to students and residents …”

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confidence: 99%

Sexual harassment: The most challenging issue of medical professionalism in Japan

Soshi¹,

Tokuda

2018

J of Gen and Family Med

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“…Apart from longitudinal analyses, ratings by program directors or other staff members have been investigated for reliability and validity in assessing pediatric trainees' clinical performance (Archer et al 2010) and physicians' professionalism (Cruess et al 2006;Tsugawa et al 2011). These methods mainly assess the "process of clinical performance" rather than "patient outcomes," but the importance of patient outcomes has been increasingly recognized in medical education (Dauphinee 2012;Gonnella and Hojat 2012).…”

Section: Introductionmentioning

confidence: 99%

Development of a Peer Review System Using Patient Records for Outcome Evaluation of Medical Education: Reliability Analysis

Kameoka

Okubo

Koguma

et al. 2014

Tohoku J. Exp. Med.

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In addition to input evaluation (education delivered at school) and output evaluation (students' capability at graduation), the methods for outcome evaluation (performance after graduation) of medical education need to be established. One approach is a review of medical records, which, however, has been met with difficulties because of poor inter-rater reliability. Here, we attempted to develop a peer review system of medical records with high inter-rater reliability. We randomly selected 112 patients (and finally selected 110 after removing two ineligible patients) who visited (and were hospitalized in) one of the four general hospitals in the Tohoku region of Japan between 2008 and 2012. Four reviewers, who were well-trained general internists from outside the Tohoku region, visited the hospitals independently and evaluated outpatient medical records based on an evaluation sheet that consisted of 14 items (3-point scale) for record keeping and 15 items (5-point scale) for quality of care. The mean total score was 84.1 ± 7.7. Cronbach's alpha for these items was 0.798. Single measure and average measure intraclass correlations for the reviewers were 0.733 (95% confidence interval: 0.720-0.745) and 0.917 (95% confidence interval: 0.912-0.921), respectively. An exploratory factor analysis revealed six factors: history taking, physical examination, clinical reasoning, management and outcome, rhetoric, and patient relationship. In conclusion, we have developed a peer review system of medical records with high inter-rater reliability, which may enable us, with further validity analysis, to measure quality of patient care as an outcome evaluation of medical education in the future.

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Introducing the Professionalism Mini-Evaluation Exercise (P-MEX) in Japan: Results From a Multicenter, Cross-Sectional Study

Abstract: Findings show evidence of adequate validity, reliability, and generalizability of the P-MEX in Japanese hospital settings. The P-MEX is the only evaluation tool for medical professionalism verified in both a Western and East Asian cultural context.

Cited by 42 publications

References 17 publications

Advancing the Measurement of Dental Students’ Professionalism

Advancing the Measurement of Dental Students’ Professionalism

Sexual harassment: The most challenging issue of medical professionalism in Japan

Development of a Peer Review System Using Patient Records for Outcome Evaluation of Medical Education: Reliability Analysis

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