Korean journal of medical education

The Korean Society of Medical Education (한국의학교육학회)
권호 표지
DOI QR코드

DOI QR Code

Are Medical Students Satisfied with Their Medical Professionalism Education?

  • Hur, Ye-Ra (Department of Medical Education, Konyang University College of Medicine) ;
  • Kim, Ji-Ha (Institution for Educational Research, Department of Education, Yonsei University) ;
  • Choi, Chang-Jin (Department of Family Medicine, The Catholic University of Korea College of Medicine)
  • Received : 2010.01.26
  • Accepted : 2010.02.14
  • Published : 2010.03.01
⟨ Previous Next ⟩

Abstract

Purpose: This study aims to examine the satisfaction of undergraduate medical students with their medical professionalism education. Methods: Two hundred and one premedical students and 1,287 medical students (from year 1 to 4) participated in a five-point Likert scale survey. There were 27 items in the premedical students' survey and 31 items in the medical students' questionnaire. Statistical analysis including one-way ANOVA was performed. Results: Among the 27 items concerning premedical professionalism education, only six topics scored "average" level. In the survey of medical students only nine items out of 31 were rated "average" which did not reach the satisfactory level. Nine items from the medical students' survey showed significant positive improvements in satisfaction as the academic year increased; however, the changes were not large enough for any of the topics to receive a satisfactory score. Conclusion: Overall students were dissatisfied with their professionalism education. The reasons for these results and possible approaches for improving students' satisfaction should be considered in future research.

Keywords

References

  1. Hur Y, Lee SH, Kim S. Medical students' self assessment on medical professionalism. Korean J Med Educ 2008; 20: 23-35. https://doi.org/10.3946/kjme.2008.20.1.23
  2. Goldie J, Dowie A, Cotton P, Morrison J. Teaching professionalism in the early years of a medical curriculum: a qualitative study. Med Educ 2007; 41: 610-617. https://doi.org/10.1111/j.1365-2923.2007.02772.x
  3. Steinert Y, Cruess S, Cruess R, Snell L. Faculty development for teaching and evaluating professionalism: from programme design to curriculum change. Med Educ 2005; 39: 127-136. https://doi.org/10.1111/j.1365-2929.2004.02069.x
  4. Cruess SR, Johnston S, Cruess RL. "Profession": a working definition for medical educators. Teach Learn Med 2004; 16: 74-76. https://doi.org/10.1207/s15328015tlm1601_15
  5. Working Party of the Royal College of Physicians. Doctors in society: medical professionalism in a changing world. Clin Med 2005; 5(6 Suppl 1): S5-S40. https://doi.org/10.7861/clinmedicine.5-1-5
  6. Beauchamp G. The challenge of teaching professionalism. Ann Acad Med Singapore 2004; 33: 697-705.
  7. Leach DC. Professionalism: the formation of physicians. Am J Bioeth 2004; 4: 11-12.
  8. Hong CG. Doctors' professionalism and medical education. Paper presented at: The 14th Korean Medical Education Academic Conference; 2003 May 2; Seoul, Korea.
  9. Canadian Medical Association. Medical professionalism. CMAJ 2002; 167: 539-541, 542-544.
  10. Cruess SR. Professionalism and medicine's social contract with society. Clin Orthop Relat Res 2006; 449: 170-176.
  11. Ginsburg S, Regehr G, Stern D, Lingard L. The anatomy of the professional lapse: bridging the gap between traditional frameworks and students' perceptions. Acad Med 2007; 77: 516-522.
  12. Murray E, Gruppen L, Catton P, Hays R, Woolliscroft JO. The accountability of clinical education: its definition and assessment. Med Educ 2000; 34: 871-879. https://doi.org/10.1046/j.1365-2923.2000.00757.x
  13. Jarvis RM, O'Sullivan PS, McClain T, Clardy JA. Can one portfolio measure the six ACGME general competencies? Acad Psychiatry 2004; 28: 190-196. https://doi.org/10.1176/appi.ap.28.3.190
  14. Gordon J. Fostering students' personal and professional development in medicine: a new framework for PPD. Med Educ 2003; 37: 341-349. https://doi.org/10.1046/j.1365-2923.2003.01470.x
  15. Friedman Ben David M, Davis MH, Harden RM, Howie PW, Ker J, Pippard MJ. AMEE Medical Education Guide No. 24: Portfolios as a method of student assessment. Med Teach 2001; 23: 535-551. https://doi.org/10.1080/01421590120090952
  16. Stith JS, Butterfield WH, Strube MJ, Deusinger SS, Gillespie DF. Personal, interpersonal, and organizational influences on student satisfaction with clinical education. Phys Ther 1998; 78: 635-645. https://doi.org/10.1093/ptj/78.6.635
  17. Hur Y. Core elements of medical professionalism for medical school applicants. Korean J Med Educ 2006; 18: 297-307. https://doi.org/10.3946/kjme.2006.18.3.297
  18. Kim CY, Kim SM, Seo JD, Earm YE, Ahn YO, Kim S, Chai JY, Lee SH. Survey of medical students' satisfaction with medical education. Korean J Med Educ 1996; 8: 169-188.
  19. Carney SL, Mitchell KR. An evaluation of student satisfaction with professional skills teaching in an integrated medical school. Med Teach 1987; 9: 179-182. https://doi.org/10.3109/01421598709089932

Cited by

  1. 의과대학생의 행복과 의학교육의 과제 vol.13, pp.2, 2011, https://doi.org/10.17496/kmer.2011.13.2.025