A Mixed-Methods Investigation of First-Year Medical Students' Professionalism Competency Development over the Gross...

Area of Science:

• Medical Education
• Anatomy
• Professionalism Assessment

Background:

• Competency-based medical education (CBME) is established in clinical training but less so in preclinical settings.
• Gross anatomy labs offer a valuable opportunity for preclinical competency assessment and reflection.
• This study investigates professionalism skill development in first-year medical students within the gross anatomy lab context.

Purpose of the Study:

• To evaluate changes in first-year medical students' professionalism skill assessments over a gross anatomy course.
• To analyze student reflections on developing professionalism competencies in the gross anatomy lab.
• To determine the suitability of the gross anatomy lab for assessing professionalism.

Main Methods:

• A mixed-methods approach was employed with first-year medical students (n=83).
• Students completed self- and peer-assessments using the Professionalism Assessment Scale (PAS) at the beginning and end of the course.
• Qualitative thematic analysis of competency development portfolio (CDP) reflections was conducted to understand professionalism skill development.

Main Results:

• No significant change was observed in self-assessed professionalism scores (p=.108).
• A statistically significant increase was found in peer-assessed professionalism scores (p=.005).
• Thematic analysis revealed student-reported development in interpersonal relations, responsibility, and lab-specific skills.

Conclusions:

• The gross anatomy laboratory is a suitable environment for assessing the Professionalism competency in preclinical medical students.
• Peer assessment effectively captures changes in professionalism skills over the course.
• Student reflections provide valuable insights into the process of developing professionalism competencies.