Medical professionalism: perspectives of medical students and residents at Ayder Comprehensive and Specialized Hospital, Mekelle, Ethiopia – a cross-sectional study

Abstract

BackgroundDifferent forms of unprofessionalism in terms of lack of respect, preventable medical errors, inability to work together with colleagues, and discrimination while providing service these days can be explained by traditional perceptions of who is a good doctor and who is not.ObjectivesThe aim of this study was to determine the perspective of medical students and residents on medical professionalism.MethodsThis was a cross-sectional study. A validated tool has been used to collect data from 276 participants. SPSS version 23 has been used to analyze and summarize data.ResultsOnly 30% of respondents were females and the rest were males. The overall mean score of professionalism was 174.96 out of 220. There was no significant difference between male and female respondents. However, students from a different phase of the study were significantly different in some of the core elements of professionalism. The role model was indicated as one way of learning professionalism.Conclusion and implicationThe overall level of professionalism was observed to be positive. However, medical education should focus on the core elements of medical professionalism through the teaching and learning process. Medical teachers should also focus on being role models for their students as students consider them to be a means for learning the qualities of professionalism. The teaching institution could strengthen efforts through locating and recognizing professional faculty members who can be effective role models.

Attitudes of Undergraduate Medical Students towards Personal and Professional Advancement (PPA): A Cross- sectional Study at School of Medicine, Maldives National University

“…There are conflicting reports on whether younger students have better learning attitude compared to older students. 3,4,11 In our present study we did not find age related to professional skills. The students seems to embrace the course better as they go into clinical practice.…”

“…This means that you will need the knowledge and skills to do complex things, but also be able to observe and evaluate your own behaviour and actions, being appropriately critical, recognizing your own shortcomings and using your observations as the basis for continuing education and development. 8,11 In order to deliver the PPD programme properly mentorship plays a vital role. Mentorship occurs when one individual with knowledge and experience, assist with the learning and development of another.…”

Correlation of Medical Professionalism With Academic Performance in Final Year Medical Students

“…Role modelling has a deep impact on the students" thoughts and behaviour. All teachers must emphasize being rolemodels for their pupils, as the latter consider them as the icons of professionalism 25 . The young minds coopt and further circulate the designs and manners that are modelled to them.…”

Medical professionalism among medical students: A multifaceted evaluation

“…Previous study suggested that professionalism issues were often brought forward from pre-clinical years to clinical years [23]. Inappropriate professionalism during the undergraduate period was more at risk of medical professionalism issues in their medical career [24]. Hence it is crucial to have high moral characters developed from the outset of medical school.…”