The Association between Anxiety and Professionalism in Residents of ENT Specialist Training Program in the Faculty of Medicine, Gadjah Mada University, Indonesia

Abstract

Introduction Professionalism is the ability to manage ambiguous problems, tolerate uncertainties, and make correct decisions despite limited information to provide optimal medical care to patients. 1 The importance of professionalism in medical education has made it crucial to evaluate professionalism during specialist training and make it part of regular evaluation during the course of medical education. This is particularly important in specialist training programs because of the need for higher competence and the expectation for more responsibility. 2,3 Lack of professionalisms results in medical errors. It is well known that being in the medical profession is stressful and can lead to psychiatric conditions such as anxiety. 4-7 Professionalism is affected by various factors, among which is anxiety. Anxiety can result in doubts in making critical decisions. These doubts will significantly affect both care and professionalism. On the other hand, lack of professionalism will also make doctors anxious about making critical decisions in their provision of medical services. Anxiety is a barrier to good medical service and a risk factor for medical errors. 4 The ear, nose and throat (ENT) training program is known to be full of stressors during the specialist training

Assessing Professionalism in Medicine – A Scoping Review of Assessment Tools from 1990 to 2018

“…• Dreyfus and Dreyfus Level of Mastery 105 • Miller's Performance Level 3,26,74,85 • Pangaro's Performance Level 85 • REFLECT rubric 119 • Kirkpatrick model 118 • Entrustable Professional Activities 21,23,29,[74][75][76]79,84,87,89,93,94,96,98,105,[119][120][121] Setting…”

“…• Likert Scale Questionnaire [22][23][24][28][29][30][76][77][78]83,[85][86][87][88]90,[92][93][94]96,97,99,[101][102][103][104][105][106][107]109,110,111,112,[116][117][118][119][120][121][122][124][125][126][127]129 • Frequency of behaviour scale 21,84 • Yes/No questionnaire 76,84 • Checklist 84,115,128 • Multiple-choice questions/responses…”

“…• Multi-modal 75,118,122 • Multi-source 3,4,23,26,30,74,[80][81][82][83][84]105,108,115,116,122,130 • Self-assessment 20,21,24,25,28,[76][77][78][79]83,85,[88][89][90][97][98][99][100]106,109,[111][112][113][114][115][116][117][119][120][121]126,127,131 ...…”

“…The competency-based nature of assessments is evidenced by ten studies which put forth a stepwise approach to the assessment of professionalism knowledge and skills informed by the learner's development. 23,93,[100][101][102]114,118,119,122,131 • REFLECT rubric 119 • Kirkpatrick model 118 • Entrustable Professional Activities 21,23,29,[74][75][76]79,84,87,89,93,94,96,98,105,[119][120][121] Setting • Undergraduate medical school education 18,20,[24][25][26]28,74,80,83,85,96,98,104,106,107,109,111,115,117,…”

“…• Medical Students 18,20,24,25,28,83,85,96,98,104,106,107,109,111,115,117,119,120,[122][123][124][125][126][127] • Residents 4,23,29,30,77,79,81,86,87,89,93,100,102,103,108,110,112,114,116,121 • Medical Doctors 21,22,76,78,82,94,95,97,99,…”