Exploring Medical Professionalism amongst Postgraduate Trainees of Bolan Medical Complex Hospital Quetta
DOI:
https://doi.org/10.47489/szmc.v38i2.506Keywords:
Professionalism, Postgraduates, General Medicine, Psychiatry, NeurosurgeryAbstract
Introduction: The traditional educational system has concentrated on cognition acquisition and skills essential for physician practice. However, medical educationists are focusing more on good professional doctors now, having a cognitive foundation to work alongside their social roles as a physician-to-be.
Aims and Objectives: To assess medical professionalism amongst postgraduate trainees at Bolan Medical Complex Hospital, Quetta.
Place and Duration of study: Bolan Medical Complex Hospital, Quetta during February 2024.
Material and Methods: A cross-sectional study was conducted to determine professionalism utilizing a pre-validated questionnaire termed Professionalism Assessment Tool (PAT) from 47 Postgraduates (PGs) of the Neurosurgery, General Medicine, and Psychiatry departments. Data was entered and analyzed using SPSS version 29 was used to calculate frequencies and percentages. The chi-square test was utilized to evaluate the association between professional years and items. A p-value of ? 0.05 is considered significant.
Results: All 18 PGs from the psychiatry department, 23/36 (64%) from General Medicine, and all 6 from Neurosurgery filled out the questionnaire. 55.3%(n=25/47) were above 25 years of age, The majority were males (n=31, 66%) and 34% females, 36% (n=17/47) PGs were from 1st year of training. Item no 1 and 5 of Domain I and Domain 3 present the highest percentage score (52.4%) respectively. Highly statistically significant results (p-<0.001) were obtained between professional years of training and items 4, 6, 1, and 3 of Domain 2, 3, and 4.
Conclusion: PGs followed feedback to improve and meet their learning goals. PGs understood their professional responsibilities and felt qualified to finish assignments to the highest standard reliably and courteously. They were aware of the benefits of working in teams, and they took feedback to help reach their learning goals.
References
Berger AS, Elizabeth N, Brooks SG, Ahmed WS, Ginsburg S. Teaching Professionalism in Postgraduate Medical Education: A Systematic Review Academic Medicine 2018. DOI: 10.1097/ACM.0000000000002987
Kelley KA, Stanke LD, Rabi SM, Kuba SE, Janke
KK. Cross-validation of an instrument for measuring professionalism behaviors. American Journal of Pharmaceutical Education. 2011 November 10;75(9)
Al-Eraky MM, Donkers J, Wajid G, van Merrienboer JJ. A Delphistudy of medical professionalism in Arabian countries: The Four-Gates model. Medical Teacher. 2014 April 1;36(sup1):8-16.
Byram JN. The professionalization of medical students: a longitudinal analysis of professional identity formation and professionalismperceptions in second and third-year medical students. Indiana University-Purdue University Indianapolis; 2017
Haque M, Zulkifli Z, Haque SZ, Kamal ZM, Salam A, Bhagat V et, al. Professionalism perspectives among medical students of a novel medical graduate school in Malaysia. Advances in Medical Education and Practice. 2016 July 25:407-422.
Al-Eraky MM, Chandratilake M. How medical professionalism isconceptualized in Arabian context: a validation study. Medical Teacher. 2012 April 1;34(sup1):90-95
Razzaq A. Measuring Professionalism in Postgraduate Paediatric Residents Using Professionalism Min-Evaluation Exercise (P-MEX). Pak Armed Forces Med J 2019; 69 (4): 784-88.
Naureen K, Zuberi RW, Aftab K, Fatima S. Assessment of Professionalism: Development and Psychometric Analysis of Professional Assessment Tool (PAT) in Pakistani context using Delphi technique. PJMS 2023; 39 (2): 330-7.
Sobani ZU, Mohyuddin MM, Saeed SA, Farooq F, Qaiser KN, GaniF et, al. Professionalism in medical students at a private medical college in Karachi, Pakistan. Journal of Pakistan Medical Association 2013;63(7):935
Latif MZ, Hussain I, Nizami R, Khan MA. Professionalism: professionalism, cultural context, and medical education. The ProfessionalMedical Journal. 2018 August 4;25(08):1134-1137
Gul M, Hassan H. The efficacy of multisource feedback tools to assess the clinician's professionalism. Khyber Medical University Journal.2017 July 1;9(3).
Butt MF. Approaches to building rapport with patients. ClinicalMedicine. 2021;21(6): 662.
Khan NF, Saeed M, Majid R. Assessing Professionalism among First year Medical Studentsthrough Professionalism Assessment Tool (PAT). J UCMD 2024; 3 (1): 34-7.
Eukel H, Frenzel J, Skoy E, Faure M. Longitudinal evaluation of student professionalism throughout the professional didactic curriculum of a pharmacy program. Currents in Pharmacy Teaching and Learning 2017; 11:011
Sethi A, Schofield S, McAleer S, Ajjawi R. The influence of postgraduate qualifications on the educational identity formation of healthcare professionals. Advances in Healthcare Sciences 2018; 23: 567-85.
Creed PA, Hood M, Bialocerkowski A, Machin MA, Brough P, Kim S, et al. Students managing work and study role boundaries: a person-centered approach. Frontier in Psychology 2023; 14. 1-11.
Khawam AM, DiDona T, Hernandaz BS. Effectiveness of Teamwork in the Workplace. International Journal of Sciences: Basic and Applied Research 2017; 32 (3): 267-86
Shuo Z, Xuyang D, Xin Z, Xeubin C, Jie H. The Relationship between Postgraduates’ Emotional Intelligence and Well-Being: The Chain Mediating Effect of Social Support and Psychological Resilience. Frontiers in Psychology 2022; 13: Article 865025.
Khan AI, Alam A, Durrani M, Iqbal N, Gul R, Akhtar A et al. Perceptions of Postgraduate students about patient safety as part of the Curriculumat Undergraduate and Postgraduate level. J Med Sci 2022;30(2)147-150.
Aslam R, Khan N, Constructive feedback and Students’ academic achievement: a theoretical framework. New Horizon 2020; 14 (2): 175-98
O’Sullivan H, Mook WV, Fewtrll R, Wass V. Integrating professionalism into the curriculum:AMEE Guide No. 61. Medical Teacher 2012; 34: e64–e77.
Kingkaew C, Theeramunkong T, Supnithi T, Chatpreecha P, Morita K, Tanaka K.A, et al. Learning Environment to Promote Awareness of the Experiential Learning Processes with Reflective Writing Support. Educ. Sci. 2023, 13, 64. https://doi.org/10.3390/educsci13010064
This work is licensed under a 