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Professionalism in small group learning between face-to-face and virtual settings: a mixed-methods study.

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Medical students perceived decreased punctuality and attendance in virtual learning compared to in-person settings. Professionalism perceptions are contextual, highlighting the need for clear communication in online medical education.

Keywords:
case-based learningprofessional identity formationprofessionalismteam-based learningvirtual

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Area of Science:

  • Medical Education
  • Professionalism Studies
  • Online Learning Research

Background:

  • The COVID-19 pandemic necessitated a rapid shift from face-to-face to virtual learning environments in medical schools.
  • Understanding how this transition impacts student perceptions of professionalism is crucial for maintaining educational standards.

Purpose of the Study:

  • To investigate changes in preclinical medical students' perceptions and behaviors regarding professionalism in small group learning activities.
  • To compare these perceptions between traditional face-to-face and virtual learning settings during the pandemic.

Main Methods:

  • A mixed-methods sequential design was employed, starting with quantitative analysis of peer evaluations from 101 medical students.
  • Qualitative data were gathered through six focus groups (n=27) to explore emerging themes in depth.
  • Statistical comparison used the Wilcoxon signed-rank test, while qualitative analysis involved inductive thematic coding.

Main Results:

  • A significant decrease in perceived punctuality and attendance was observed in the virtual setting compared to face-to-face learning (p<.001).
  • Key themes identified included punctuality/participation, camera usage, dress code, conversational style, multitasking, and engagement/accountability.
  • Students demonstrated a nuanced understanding of professional conduct, reflecting early professional identity formation.

Conclusions:

  • Student perceptions of professionalism are significantly contextualized by the virtual learning environment.
  • Intentional communication regarding professionalism within specific educational contexts is vital for professional identity development.
  • Educational programs must consider context when establishing curricula and expectations for professionalism.