Professionalism-training in undergraduate medical education in a multi-cultural, multi-ethnic setting in the Gulf Region: an exploration of reflective essays

Background Despite the established need to prioritize professionalism-training in developing future physicians, very few medical programs in the Gulf Region embed in their curricula discrete contextualized courses aimed at developing the corresponding competencies, while fostering self-directed lear...

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Veröffentlicht in:BMC medical education Jg. 24; H. 1; S. 117 - 18
Hauptverfasser: Buhumaid, Rasha, Otaki, Farah, Czabanowska, Katarzyna, Stanley, Adrian, Ezimokhai, Mutairu, Jackson, Lisa, Ho, Samuel B.
Format: Journal Article
Sprache:Englisch
Veröffentlicht: London BioMed Central 06.02.2024
BioMed Central Ltd
Springer Nature B.V
BMC
Schlagworte:
Adult learning theory
Attitudes
Communication
Curricula
Curriculum
Diversity training
Education
Education, Medical, Undergraduate
Educational Environment
Educational Theories
Experiential Learning
Faculty Development
Gulf Region
Humans
Independent study
Interprofessional education
Kolb’s experiential learning theory
Learning
Learning Theories
Medical Education
Medical personnel
Medical profession
Medical students
Methods
Patient safety
Patient satisfaction
Problem-Based Learning
Professional ethics
Professional identity
Professional relationships
Professionalism
Professionals
Role models
Student Surveys
Students, Medical
Teaching
Teaching Methods
Theory of Medicine/Bioethics
Training
Undergraduate medical education
United Arab Emirates
Persian Gulf region
United Kingdom > UK
United States > US
Qualitative research
Gulf Region
Situated Learning Theory
Adult learning theory
Undergraduate medical education
United Arab Emirates
Kolb’s experiential learning theory
Self-directed learning
Professionalism
ISSN:1472-6920, 1472-6920
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Zusammenfassung:Background Despite the established need to prioritize professionalism-training in developing future physicians, very few medical programs in the Gulf Region embed in their curricula discrete contextualized courses aimed at developing the corresponding competencies, while fostering self-directed learning. This study aims at exploring the perception of undergraduate medical students in a multi-cultural, multi-ethnic setting regarding their understanding of, and personal experience with professionalism through their engagement with the content of an innovative curriculum-based professionalism course, offered at a Medical School in Dubai, United Arab Emirates. Methods The study used a qualitative phenomenological research design. Out of 33 students, 29 students had submitted reflective essays. The content of these essays was inductively analyzed following a six-step framework for conducting thematic analysis. The framework’s steps include familiarizing oneself with the data, generating initial codes, searching for themes, reviewing themes, defining and naming themes, and producing the report. Findings The inductive qualitative analysis generated the Professionalism Learning Journey model. This conceptual model includes four interconnected themes: Awareness, Acknowledgement, Realization, and Application. The generated model depicts the trajectory that the learners appear to experience while they are engaging with the content of the course. Conclusion Integrating a professionalism-training course into an undergraduate medical curriculum is likely to be positively appraised by the learners. It raises their awareness, enables them to value the subject matter and the sophistication of its application, and empowers them to put into practice the taught principles, on an individual basis and collectively. This is especially true when the course is entrenched in constructivism experiential learning theory and designed to foster self-directed learning. The introduced conceptual model, in conjunction with the innovative professionalism-training course curriculum, can serve as a template for other competencies and other schools.
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ISSN:1472-6920
1472-6920
DOI:10.1186/s12909-024-05103-z