Perception of professionalism among first year medical students in OIU
Abstract
Background: Since days of Hippocrates, and passing through the Geneva Declaration and Helsinki Convention the eve of the 21st century guidelines and mission statements dominated the medical education and practice. Giving and receiving feedback are critical skills and should be taught early
in the process of medical education, yet few studies discuss the effect of feedback curricula for firstyear medical students.
Aim: To evaluate the concepts of professionalism among the first year medical students.
Set up: The Faculty of Medicine and Health Sciences, Omdurman Islamic University where students are taught
Material and methods: The first year medical students at the Faculty of Medicine and Health Sciences, Omdurman Islamic University were taught the Human Rights declaration issued by the United Nations in Dec 1948, The Principals of Islamic Human Rights, basics of medical ethics and
the Doctors Figh and University Requirement course of Islamic studies. A pretested questionnaire, self -administered questionnaire with five Likert scale was distributed.
Results: The total number of the first year medical students was 257 but 207(80.5%) successfully completed the questionnaire. A total of 98% strongly agreed that the doctor must be truthful. 90% of the students and agreed that the doctor must be caring, kind and empathetic, respect the others, skilful, dedicated and Also, should comply with the patients' needs (One sample t-test 2-tailed P =0.0001). However, 23(13.8%) students disagree on the role of the doctor as an advocate for the patient. The students strongly agreed for the importance of working as a team and sparing the patient not to be harmed had any conflict raised (one sample t-test 2-tailed P = 0.0001).
Conclusion: The first year medical students seem to have benefited of the Human Rights declaration issued by the United Nations in Dec 1948, The Principals of Islamic Human Rights, basics of medical ethics and the Doctors Fight and university requirement course of Islamic studies.
About 9(5.4%) -24(12.4%) are not clear about the role of the medical professional in the society in advocating for patients.
References
2. Declaration of Geneva. 2nd General Assembly of the World Medical Association, Geneva, Switzerland, September 1948, amended by the 22nd World Medical Assembly, Sydney, Australia, August 1968, the 35th World Medical Assembly, Venice, Italy, October 1983m the 46th WMA General Assembly, Stockholm, Sweden, September 1994m editorially revised by the 170th WMA Council Session, Divonne-les-Bains, France, May 2005 and the 173rd WMA Council Session, Divonne-les-Bains, France, May 2006
3. World Medical Association Declaration of Helsinki, Ethical Principles for Medical Research involving human subjects. Adopted by the 18th WMA General Assembly, Helsinki, Finland, June 1964, and amended by the: 29th WMA General Assembly, Tokyo, Japan, October 1975, 35th WMA General Assembly, Venice, Italy, October 1984,1st WMA General Assembly, Hong Kong, September 1989, 48th WMA General Assembly, Somerset West, Republic of South Africa, October 1996, 52nd WMA General Assembly, Edinburgh, Scotland, October 2000, 53rd WMA General Assembly, Washington 2002, 55th WMA General Assembly, Tokyo 2004 and 59th WMA General Assembly, Seoul, October 2008WFME. 2000.
4. Task force on defining international standards in basic medical education. Report of the working party, Copenhagen, 14–16, 1999. Med Educ 34:665–675.
5. WFME. 2003. Continuing Professional Development (CPD) of Medical Doctors. Global Standards for Quality Improvement. Copenhagen: WFME 2003.
6. Bloom B. S., Krathwohl D. R., Masia B. B. Taxonomy of Educational Objectives: The Classification of Educational Goals. New York, NY: D. McKay; 1956
7. Aspegren K. BEME Guide No. 2: Teaching and learning communication skills in medicine - a review with quality grading of articles. Med Teach. 1999; 21:563–70.
8. Ivan Petrovich Pavlov, Morton H. Frank, and Joyce J. Weiss. General technique of physiological experimentation and vivisection. Bull N Y Acad Med. 1975 February; 51(2): 332–344.
9. Epstein, R. (1997) Skinner as self-manager. Journal of applied behavior analysis. 30, 545-569.
10. Campbell EG, Regan S, Gruen RL, et al. Professionalism in medicine: results of a national survey of physicians. Ann Intern Med. 2007; 147(11):795-802.
11. Wendell T Hill Jr. What are the pharmacist believe our profession to be determine what it is. Journal of the pharmaceutical association. 2000; 40(1): 96-102.
12. AMA. Declaration of Professional Responsibility Dec. 2001
13. Shane K. Green. Physician-Scientists and Social Responsibility. Virtual Mentor. 2004; 6 (9).
14. AMA’s Principles of Medical Ethics. Adopted June 1957; revised June 1980; revised June 2001.
15. ABIM Foundation. American Board of Internal Medicine; ACP-ASIM Foundation. American College of Physicians-American Society of Internal Medicine; European Federation of Internal Medicine. Medical professionalism in the new millennium: a physician charter. Ann Intern Med. 2002; 136(3):243-246.
16. Inui TS. A Flag in the Wind: Educating for Professionalism in Medicine. Washington, DC: Association of American Medical Colleges; 2003.
17. Bossers A, Kernaghan J, Hodgins L, Merla L, O’Connor C, Van Kessel M. Defining and developing professionalism. Can J Occup Ther. 1999; 66:16-21.
18. Hammer DP, Berger BA, Beardsley RS. Student professionalism. Am J Pharm Educ. 2003; 67:1- 29.
19. Parsons T. The Social System. Glencoe, Ill: The Free Press; 1951.
20. Greenwood E. Attributes of a profession. Soc Work. 1957; 2: 44-55.
21. Strauss G. Professionalism and occupational associations. Ind Relations. 1963; II: 8-9.
22. Wilensky HL. The professionalization of everyone? Am J Soc. 1964; 70:137-46.
23. Vollmer HM, Mills DL. Professionalization. 1st ed. Englewood Cliffs, NJ: Prentice-Hall, Inc. 1966:65.
