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Understanding medical professionalism using express team-based learning; a qualitative case-based study.

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Summary
This summary is machine-generated.

This study explored medical students' understanding of medical professionalism (MP) using express team-based learning (e-TBL). Findings reveal key themes in professional identity formation, crucial for training future doctors.

Keywords:
Express team-based learningcase-based discussionsmedical professionalismprofessional identitythematic analysistransformative

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Area of Science:

  • Medical Education
  • Professionalism Studies
  • Sociology of Health

Background:

  • Medical Professionalism (MP) is a vital competency in health professions education, encompassing values, behaviors, and attitudes essential for professional relationships, public trust, and patient safety.
  • MP exhibits significant cultural, contextual, conceptual, and generational variations, posing challenges for standardized instruction.
  • Existing instructional strategies lack a cohesive, structured, and interactive approach to effectively assess and cultivate MP understanding.

Purpose of the Study:

  • To investigate undergraduate medical students' comprehension of Medical Professionalism (MP).
  • To evaluate the effectiveness of express team-based learning (e-TBL) as an educational strategy for teaching MP.
  • To explore student experiences and perceptions of MP within diverse cultural contexts.

Main Methods:

  • A qualitative, inductive thematic analysis was employed to examine student experiences from three e-TBL sessions.
  • Data were gathered from team-based case discussions involving 172 undergraduate medical students across two Royal College of Surgeons Ireland (RCSI) campuses.
  • The adapted 4-step e-TBL model included pre-class material, individual readiness assurance tests (IRAT), facilitated team discussions, and facilitator feedback.

Main Results:

  • Four prominent themes emerged: incoming professional attitudes, transformative experiences, sociological understanding of professionalism, and new professional identity formation.
  • Student experiences highlighted the divergent and evolving elements of MP in diverse socioeconomic and cultural settings.
  • The study identified crucial aspects of MP related to transformative experiences and the development of professional identity.

Conclusions:

  • The findings offer a deeper insight into medical students' perceptions and understanding of Medical Professionalism.
  • The identified themes provide a foundation for integrating core elements into MP curricula to better prepare future physicians.
  • e-TBL demonstrates potential as an effective educational strategy for fostering a comprehensive understanding of MP in a diverse student population.