A Scenario-based Approach to Teaching Professionalism to Medical Students (Preprint)
BACKGROUND Doctors play a key role in individuals’ lives undergoing a holistic integration into local communities. To maintain public trust, it is essential that professional values are upheld by both doctors and medical students. OBJECTIVE We aimed to ensure that students appreciated these professional obligations during the 3-year science-based, preclinical course with limited patient contact. METHODS An interactive professionalism course entitled ‘Entry to the Profession’ was designed for pre-clinical first year medical students. Two scenario-based sessions were created and evaluated utilizing established professionalism guidance and expert consensus. Quantitative and qualitative feedback on course implementation and development of professionalism was gathered through Likert-type five-point scales and debrief following course completion. RESULTS 70 students completed the Entry to the Profession course over a two-year period. Feedback regarding session materials and logistics ranged between (mean ± standard deviation) 4.16±0.93 (appropriateness of scenarios) to 4.66±0.61 (environment of sessions). Feedback pertaining to professionalism knowledge and behaviours ranged between 3.11±0.99 (need for professionalism) to 4.78±0.42 (relevance of professionalism). Qualitative feedback revealed that a small group format in a relaxed, open environment facilitated discussion of the major concepts of professionalism. CONCLUSIONS Entry to the Profession employed an innovative approach to introducing first-year medical students to complex professionalism concepts. Future longitudinal investigations should aim to explore its impact at various stages of preclinical, clinical and postgraduate training. CLINICALTRIAL NA