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Related Experiment Video

Updated: May 24, 2026

Setup and Execution Of the Blindfolded Code Training Exercise

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Published on: March 29, 2019

Teaching medical professionalism.

Sarah Riley¹, Namita Kumar

¹Freeman Hospital, Newcastle Upon Tyne. sarahjr1w@doctors.org.uk

Clinical Medicine (London, England)

|March 1, 2012

Summary

Medical professionalism is poorly understood, leading to varied teaching approaches. This study found significant differences between how professionalism is taught and how medical students and doctors prefer to learn, highlighting the need for further research.

Area of Science:

Medical Education
Professionalism Studies

Background:

Defining and teaching medical professionalism is challenging.
Existing educational methods may not align with how healthcare professionals learn best.

Purpose of the Study:

To explore the understanding and learning preferences of medical professionals regarding professionalism.
To identify discrepancies between current teaching strategies and perceived optimal learning methods for medical professionalism.

Main Methods:

A six-month questionnaire-based study was conducted with doctors and medical students.
Participants defined professionalism, identified learning sources, and rated its importance.
They also indicated preferred educational resources for teaching professionalism.

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Main Results:

Significant differences were observed between current professionalism teaching methods and how students and graduates feel they learn most effectively.
Participants expressed varied views on the definition and importance of medical professionalism.

Conclusions:

Current approaches to teaching medical professionalism may not be optimal.
Further research is essential to align educational strategies with the learning needs of medical professionals to enhance understanding and development of professionalism.