Zahra Sadat Tabatabaei, Azim Mirzazadeh, Homayoun Amini, Mahboobeh Khabaz Mafinejad
INTRODUCTION: Differences in the viewpoints of clinical faculty members and medical students about prioritizing professional norms accepted by the professional community and lack of alignment of these views can lead to distortion of understanding, problems in learning and assessment of professionalism, and failure in students' professional identity formation. This study aimed to identify the differences in viewpoints of clinical faculty members and medical students about prioritizing the importance and prevalence of professional and unprofessional behaviors among undergraduate medical students.
METHODS: A multi-stage qualitative study was conducted at Tehran University of Medical Sciences during 2020-2021. At first, a systematic search was conducted to identify professional and unprofessional behaviors using the directional content analysis method. A panel of experts was formed to check the codes obtained from reviewing the literature and to evaluate its compliance with the context. Then, the modified nominal group technique sessions were held with clinical faculty members and medical students to strengthen the codes extracted from the studies and systematically integrate their views to achieve a comprehensive list of professional and unprofessional behaviors in accordance with the context. Finally, a consensus was made among them about prioritizing the importance and prevalence of these behaviors in undergraduate medical students.
RESULTS: A total of 490 codes of professional behaviors and 595 unprofessional behavior codes were identified in the literature review. In the following sessions of the modified nominal group, 13 clinical faculty members listed 105 codes of professional and unprofessional behaviors, and 51 medical students also listed 313 codes. The results of the modified nominal group technique showed that the faculty members reported the importance of unprofessional behaviors higher than professional ones. At the same time, students rated the importance of professional behaviors higher than unprofessional ones. Both faculty members and students rate the prevalence of professional behaviors as high and the prevalence of unprofessional behaviors as low.
CONCLUSION: The results showed a difference of views between clinical faculty members and medical students about prioritizing professional and unprofessional behaviors. It is essential to align their viewpoints to understand, learn and value professionalism to develop a professional identity.
Acad Med. 2017 May;92(5):684-693
[PMID:
27254010]
Acad Med. 2016 Sep;91(9):1276-83
[PMID:
27119326]
Eur J Intern Med. 2009 Jul;20(4):e85-9
[PMID:
19524165]
Med Teach. 2020 Jun;42(6):636-649
[PMID:
32065016]
Int J Nurs Pract. 2012 Apr;18(2):188-94
[PMID:
22435983]
BMC Med Educ. 2015 Nov 17;15:204
[PMID:
26577466]
Acad Med. 2014 May;89(5):705-11
[PMID:
24667505]
N Engl J Med. 2005 Dec 22;353(25):2673-82
[PMID:
16371633]
BMC Med Educ. 2017 Sep 15;17(1):164
[PMID:
28915870]
J Adv Med Educ Prof. 2018 Jan;6(1):31-36
[PMID:
29344527]
BMC Med Educ. 2016 Nov 8;16(1):285
[PMID:
27821170]
Med Teach. 2012;34(2):e64-77
[PMID:
22289014]
Med Teach. 2019 Mar;41(3):303-308
[PMID:
29703096]
Med Teach. 2014 Jul;36(7):621-5
[PMID:
24787525]
Med Teach. 2020 Apr;42(4):372-379
[PMID:
31880194]
Lancet. 2002 Feb 9;359(9305):520-2
[PMID:
11853819]
Arch Iran Med. 2017 Jan;20(1):12-15
[PMID:
28112525]
Med Teach. 2017 Feb;39(2):212-219
[PMID:
28024438]
Med Teach. 2017 Jan;39(1):14-19
[PMID:
27841062]
Acad Med. 2018 Nov;93(11):1700-1706
[PMID:
29489466]
Educ Health (Abingdon). 2020 Jan-Apr;33(1):13-19
[PMID:
32859875]
Med Teach. 2017 Jan;39(1):85-91
[PMID:
27670731]
BMC Med Educ. 2014 Apr 12;14:77
[PMID:
24725303]
Med Educ. 2014 Aug;48(8):785-95
[PMID:
25039735]
BMC Med Educ. 2012 Nov 15;12:115
[PMID:
23153359]
Med Teach. 2010;32(12):e517-31
[PMID:
21090939]
Adv Health Sci Educ Theory Pract. 2019 May;24(2):215-232
[PMID:
30387053]
Acad Med. 2016 Jun;91(6):858-64
[PMID:
26910897]
J Prim Health Care. 2019 Sep;11(3):227-234
[PMID:
32171375]
Am J Surg. 2014 Feb;207(2):255-9
[PMID:
24239531]
Neurol Clin Pract. 2016 Jun;6(3):230-240
[PMID:
27347440]
Anat Sci Educ. 2020 May;13(3):320-332
[PMID:
31509334]
BMC Med Educ. 2014 Jul 23;14:150
[PMID:
25056201]
BMJ. 2010 Apr 27;340:c2040
[PMID:
20423965]
Acad Med. 2017 Nov;92(11S Association of American Medical Colleges Learn Serve Lead: P):S33-S42
[PMID:
29065021]
BMC Res Notes. 2014 Jun 17;7:368
[PMID:
24938392]
Acad Med. 2004 Oct;79(10 Suppl):S46-8
[PMID:
15383387]
BMC Health Serv Res. 2020 Sep 10;20(1):847
[PMID:
32912271]
Med Teach. 2011;33(9):e501-8
[PMID:
21854145]
Med Teach. 2020 Mar;42(3):340-350
[PMID:
31738619]
BMC Med Educ. 2014 Sep 20;14:196
[PMID:
25239087]
Med Educ Online. 2018 Dec;23(1):1485432
[PMID:
29912668]
Indian Pediatr. 2014 Nov;51(11):881-8
[PMID:
25432217]
Med Teach. 2020 May;42(5):561-571
[PMID:
31990603]
