Professionalism Values in Health Science Education: Self- and Peer-Assessment of Faculty, Staff, and Students
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Marcie Becker1, Shauna Dudley-Javoroski, Richard K Shields
1Dep. of Physical Therapy and Rehabilitation Science, University of Iowa, 1-252 Medical Education Building, Iowa City, IA 52242, USA. Tel 319-335-9791, fax 319-335-9707. richard-shields@uiowa.edu.
Purpose:
Professionalism values are critical to developing health science students. Although many educational programs strive to develop professionalism values within students, few include faculty and staff. We evaluated the professional values of our faculty, staff, and students and evaluated the acceptance of this professionalism program.
Methods:
Faculty members adopted a 5-item professionalism assessment survey (honesty, teamwork, responsibility, respect, and communication) and performed a 360° peer assessment among our basic/applied science faculty, clinical faculty, and administrative staff. Data were collected for 3 consecutive years (2013-2015). The 37 students were also assessed as part of their inter-professional education (IPE) program.
Results:
Peer rankings were stable across years from 2013-2015 for faculty and staff. Faculty with expertise in teaching clinical skills rated "teamwork" (higher) and "respect" (lower), differently from our basic/applied science faculty (p<0.001 and p=0.023, respectively). Faculty and staff supported that the 360° assessments were of value for their own professional development. Student assessments revealed improved "verbal communication" and "teamwork" (p=0.003 and 0.02, respectively) after working in IPE groups during the semester.
Conclusions:
An annual professionalism assessment program appears to be one important component to developing professional values among faculty, staff, and students in the health sciences.