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Developing Professionalism and Professional Identity Through Unproctored, Flexible Testing.

Paula T Ross1, Meg G Keeley, Rajesh S Mangrulkar

  • 1P.T. Ross is director, Advancing Scholarship, University of Michigan Medical School, Ann Arbor, Michigan; ORCID: https://orcid.org/0000-0001-7751-784X. M.G. Keeley is assistant dean for student affairs and professor of pediatrics, University of Virginia School of Medicine, Charlottesville, Virginia; ORCID: https://orcid.org/0000-0001-8602-2638. R.S. Mangrulkar is associate dean for medical student education and associate professor of internal medicine and learning health sciences, University of Michigan Medical School, Ann Arbor, Michigan. R. Karani is senior associate dean for undergraduate medical education and curricular affairs; director, Institute for Medical Education; and professor of medical education, medicine, and geriatrics and palliative medicine, Icahn School of Medicine at Mount Sinai, New York, New York. P. Gliatto is senior associate dean for undergraduate medical education and student affairs and associate professor of medical education, medicine, and geriatric and palliative medicine, Icahn School of Medicine at Mount Sinai, New York, New York. S.A. Santen is senior associate dean for assessment, evaluation and scholarship, professor, Department of Emergency Medicine, Virginia Commonwealth School of Medicine, Richmond, Virginia, and former assistant dean for educational research and quality improvement, associate chair for education, and professor, Department of Emergency Medicine, University of Michigan Medical School, Ann Arbor, Michigan; ORCID: https://orcid.org/0000-0002-8327-8002.

Academic Medicine : Journal of the Association of American Medical Colleges
|September 7, 2018
PubMed
Summary
This summary is machine-generated.

Flexible testing in medical schools offers early chances for students to develop professional behavior. Faculty and staff support, through clear expectations and discussions, is crucial for this development.

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Area of Science:

  • Medical Education
  • Professionalism Development
  • Academic Integrity

Background:

  • Focus on professionalism in clinical training often overlooks preclerkship years.
  • Limited understanding of how medical students develop professional behavior before clinical rotations.

Purpose of the Study:

  • To explore the role of flexible, unproctored testing in fostering professional behavior in preclinical medical students.
  • To examine different flexible testing models and their impact on student self-regulation.

Main Methods:

  • Review of flexible testing models at three medical institutions: University of Virginia, University of Michigan, and Icahn School of Medicine at Mount Sinai.
  • Analysis of faculty and staff experiences in supporting student professional development within these flexible testing environments.

Main Results:

  • Unproctored, flexible testing provides opportunities for early development of professional behavior.
  • Scaffolding by faculty and staff, including clear expectations (e.g., honor codes) and active engagement, is essential for this development.

Conclusions:

  • Preclinical medical students benefit from flexible testing environments to cultivate professionalism.
  • Structured support systems are vital for guiding students in self-regulation and professional conduct during their early medical training.