Medical students speak: A two‐voice comment on learning professionalism in medicine

Professionalism is a core competency of medical training that requires students to develop the skills of providing and receiving feedback. Our study evaluated the effectiveness of delivering feedback in a group setting compared with an individual setting. The first-year class of Mayo medical students (n = 49) enrolled in gross anatomy (in dissection teams), completed weekly anonymous evaluations of themselves and their teammates regarding seven aspects of professionalism (altruism, compassion, respect, honesty/integrity, responsibility, commitment to excellence, and self-reflection). Professionalism scores from these surveys were calculated using a six-point Likert scale. Students were also asked to comment on strengths and possible areas for improvement on each peer. At the midpoint of the course, peer comments and professionalism scores were shared with students in debriefing sessions either individually or with their team. Analysis of preintervention and postintervention professionalism scores indicated that the students receiving feedback in a one-on-one setting (student and instructor) were more likely to demonstrate higher scores on subsequent evaluations as compared with those students receiving feedback in a group setting (all team members and one instructor). Our findings suggest that providing feedback to first-year medical students on an individual basis is the best way to improve professional attitudes and behaviors.

Section: Discussionmentioning

confidence: 99%

Comparative efficacy of group and individual feedback in gross anatomy for promoting medical student professionalism

Camp

Gregory

Lachman

et al. 2010

“…Teaching NTDIS has positive outcomes on students, and students have been shown to ‘know’ what professionalism ‘looks like’ very early in their education (Mullikin et al, 2019). Early introduction of NTDIS is likely to resonate with students who can understand the relevance of the content being delivered, and students are also broadly supportive of NTDIS being delivered in their education (Krych & Vande Voort, 2006; Heidenreich et al, 2016), including within the dissection room (Böckers et al, 2010). Teaching moments such as memorial ceremonies for body donors have positive effects on student NTDIS (Chang et al, 2018), along with reflective writing (Abrams et al, 2020), near‐peer teaching (Shields et al, 2015), and individual feedback (Camp et al, 2010).…”

Section: Discussionmentioning

confidence: 99%

Educator perspectives on non‐technical, discipline‐independent skill acquisition: An international, qualitative study

Byram

Nuland

Harrell

et al. 2023

Gross anatomy education utilizing body donors and human specimens assists the acquisition of non‐traditional, discipline‐independent skills (NTDIS) such as teamwork, communication, and leadership. Alterations to anatomy curricula, such as those resulting from the COVID‐19 pandemic, likely impact NTDIS acquisition, yet how this manifests is unclear. This study, therefore, explored anatomy educator perspectives on NTDIS acquisition as a response to changes in teaching delivery. Gross anatomy educators across different countries were recruited and took part in one‐on‐one, semi‐structured interviews that were audio recorded and transcribed. Data were analyzed using the framework method. Basic statistical analyses were performed on demographic and categorical data. Fifteen educators from five continents were interviewed (average length 32.5 min, range 17–51 min). Educator experience ranged from 0–4 years (n = 3) to 20+ years (n = 7). Most taught using dissection (n = 14) with prosection use (n = 13) also common. Themes relating to NTDIS included expected content (respect for donors, teamwork, communication skills, humanistic values), assessable content, assessment challenges, and impact of curriculum changes; NTDIS unique to anatomy education included cultural, ethical, and social considerations around dead bodies, including boundaries, and social norms. Informed by curriculum alterations during the COVID‐19 pandemic, this first empirical study of anatomy educator perspectives on NTDIS highlights the potentially adverse educational impacts of decreased interaction with body donors and human specimens on NTDIS acquisition and difficulties with NTDIS assessment. Findings support gross anatomy education as unique in providing NTDIS that cannot easily be replicated elsewhere. Recommendations around NTDIS‐specific educator competencies and promoting NTDIS are provided.

“…Finally, the course being an elective may explain the overall positive perceptions of the FPP as there is ample time to dedicate to anatomy content and less pressure for students to perform well on high‐stakes examinations. Regardless, students are broadly supportive of NTDIS and professionalism being delivered in the context of an anatomy course (Krych & Vande Voort, 2006; Heidenreich et al, 2016).…”

Section: Discussionmentioning

confidence: 99%

First patient project: Engaging pathology through the donor dissection experience and its role in professionalism

Robertson,

Organ,

Yard

et al. 2023

The peer‐reviewed anatomical education literature thoroughly describes the benefits and drawbacks of donor dissection. Gross anatomy laboratory environments utilizing donor dissection are generally considered to be a premier environment where students foster non‐traditional discipline‐independent skills (NTDIS), including the acquisition of professionalism, empathy, resilience, emotional intelligence, and situational awareness. Therefore, this IRB‐approved study explored the impact of a formal humanism and pathology thread, the first patient project (FPP), on the personal and professional development of pre‐professional undergraduate students in a gross anatomy dissection‐based course. Five reflections from each student were collected across four cohorts (n = 74 students, 370 reflections). A post‐course questionnaire collected data on student perceptions of the project. The framework method was used to analyze reflection and free response data and descriptive statistics were performed on Likert‐style items using Excel. Three themes were identified to encompass the impacts of the FPP on professional development and include: Socialization (through collective dissection experience and pathology), Humanistic Qualities (respect for the donor and their history, and introspection), and Content and Skills (technical and NTDIS, anatomical knowledge). The end of course FPP survey was completed by 29 students across three cohorts (65%) and their perspectives were generally favorable regarding the promotion of respect, empathy, and humanization of their donors. This study underscores the value of incorporating humanism, pathology, and reflection, facilitated through formal curriculum for pre‐professional undergraduate students. It provides evidence of the positive impact on their personal and professional development, supporting the integration of NTDIS in curricula across various disciplines.