Professionalism in medical education: The development and validation of a survey instrument to assess attitudes toward professionalism

Blackall, George F.; Melnick, Steven A.; Shoop, Glenda Hostetter; George, Jonathan H.; Lerner, Susan; Wilson, Philip K.; Pees, Richard C.; Kreher, Margaret

doi:10.1080/01421590601044984

Cited by 102 publications

(115 citation statements)

References 8 publications

(6 reference statements)

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“…Although a rich array of existing measuring tools can be found in the literature, few of them addresses professionalism as a comprehensive construct. Furthermore, few instruments meet the minimal criteria of content validity and reliability that would support their use for academic assessments (Veloski et al 2005;Blackall 2007); among them, a well known instrument for measuring professionalism in medical training environments is developed by Arnold et al which is a questionnaire consisting of 14 items, each of which reflects a particular component of professionalism as operationally defined by the ABIM (Arnold et al 1998;ACGME 2004). Totally 529 questionnaires filled by the medical students and residents from five institutions in the northeast region of the United States were used in their analysis.…”

Section: Practice Pointsmentioning

confidence: 99%

Measuring professionalism in residency training programs in Iran

et al. 2009

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Background and aim: To assess the Farsi (Persian) translated and modified version of the questionnaire of the American Board of Internal Medicine (ABIM) for measuring professionalism, and also, measuring the professional attitudes and behaviors associated with the medical residency training environment in Iran. Methods: After a pilot study, a 17-item questionnaire was distributed to 282 medical residents of two major universities of Iran, from December 2006 through February 2007. Results: Of the 282 distributed questionnaires, 259 (95.2%) were used in the analysis. Based on the analyses, two items were omitted and 15 items were retained for further analysis. The mean score was 106 (Standard Deviation (SD), 22.4) out of maximum 150, whereas the item mean was 6.12 (SD, 0.37) out of maximum 10. Corrected item-to-total correlations ranged from low to moderate. The internal reliability of the scale, based on Cronbach's alpha, meets Nunnally's minimal requirement. A factor analysis was performed, based on principal components and varimax rotation. The solution identified three factors (subscales) including excellence, honor/integrity and altruism/respect. Together these factors represented 58.8% of the common variance. Conclusion: This study showed the content validity and internal reliability of the Farsi version of the ABIM questionnaire. Therefore, it can be considered as an encouraging step toward developing a short, reliable and valid instrument for measuring professionalism in medical environments.

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Section: Practice Pointsmentioning

confidence: 99%

Measuring professionalism in residency training programs in Iran

et al. 2009

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“…It is fluid in definition and may contain as many as 3 to 7 identifiable factors. 27,28 Professionalism was viewed as evident in all the competencies and a separate scale was used for its assessment (TABLE 2). Seven professionalism factors were identified through the ACGME core competencies and the American Board of Pediatrics Program Directors guide to teaching and assessing professionalism.…”

Section: The Development Of the Rotation Rubricmentioning

confidence: 99%

The Development of a Competency-Based Assessment Rubric to Measure Resident Milestones

Boateng¹,

Bass²,

Blaszak³

et al. 2009

Journal of Graduate Medical Education

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“…First-year medical students from the 2015 and 2016 entering classes (N=277) completed portions of previously validated questionnaires (described elsewhere) that were chosen as a method to monitor outcomes of the PC-PM program (Table 1): The Medical Students' Attitudes Toward the Underserved (MSATU), 9,10 The Cultural Competency Scale, 11 the Medical Professionalism Questionnaire (MPQ), 12 Attitudes Toward Health Care Teams Scale, 13 Brudner Intolerance of Ambiguity scale, 14 Jefferson Scale of Physician Empathy, 15 and Patient-Practitioner Orientation Scale (PPOS). 16 Since we chose portions of validated surveys, we are not be able to directly compare our results with the same methodological rigor to existing literature.…”

Section: Methodsmentioning

confidence: 99%

Contrasting Incoming Medical Students’ Attitudes

Monteiro

Dietrich

Borkan

et al. 2018

Fam Med

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Background and Objectives: The Warren Alpert Medical School of Brown University (AMS) recently implemented a novel dual degree MD-ScM program in primary care and population medicine (PC-PM) that enrolls up to 24 of its nearly 144 yearly matriculants. The overarching goal of this track is to train medical students to become physician leaders who focus on issues in population medicine within primary care. Methods: We conducted a baseline assessment of the students enrolled in this parallel track in comparison to our traditional students to identify characteristics of and group differences between students in the PC-PM program and traditional students. Data was collected from first-year students matriculating in the 2015 and 2016 academic years (N=277) using portions of nine validated surveys with an emphasis on caring for the underserved and cultural competence, professionalism, working in interprofessional teams, tolerance of ambiguity, empathy, patient-provider interactions, and patient safety/quality improvement. Results: We identified slightly higher significant baseline differences on three scales in which the PC-PM students (n=38) were higher than those in the traditional track students (n=239). These measured cultural competency (t[275]=-3.05, P=.003), professionalism (t[273]=-3.10, P=.002), and attitudes toward working with underserved populations (t[267]=2.31, P=.02). Conclusions: The higher differences for these three elements may be important to the success of the PC-PM program. We plan to track the growth of the PC-PM students as well as our traditional students through their 4 years of medical school to investigate growth and development throughout the academic career.

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Professionalism in medical education: The development and validation of a survey instrument to assess attitudes toward professionalism

Abstract: The Penn State College of Medicine Professionalism Questionnaire is one of the first valid and reliable surveys of attitudes among medical students, residents, and faculty that reflects seven elements of professionalism.

Cited by 102 publications

References 8 publications

Measuring professionalism in residency training programs in Iran

Measuring professionalism in residency training programs in Iran

The Development of a Competency-Based Assessment Rubric to Measure Resident Milestones

Contrasting Incoming Medical Students’ Attitudes

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