Student Perspectives on Professionalism: Time to Reform Curriculum for Better Patient Experience

Area of Science:

• Medical Education
• Professionalism Studies
• Patient-Centered Care

Background:

• Undergraduate medical education often prioritizes standardized frameworks over relational learning.
• Student perspectives are underrepresented in curriculum design, despite their impact on future healthcare delivery.

Purpose of the Study:

• To synthesize undergraduate medical students' views on professionalism education.
• Identify barriers and enablers to learning professionalism.
• Highlight implications for curriculum reform and patient-centered care.

Main Methods:

• A mixed-methods systematic review of studies published between 2010 and 2023.
• Searched four databases: PubMed, Embase, PsycINFO, and ERIC.
• Utilized the Mixed-Methods Appraisal Tool for quality appraisal and thematic analysis.

Main Results:

• Students emphasized role modeling, reflective practice, patient narratives, and supportive environments.
• Barriers included inconsistent teaching, cultural dissonance, and lack of feedback.
• Impactful learning occurred when professionalism was embedded in patient care with reflection.

Conclusions:

• Students perceive professionalism as relational practices directly shaping patient experience.
• Curricula should integrate role modeling, reflection, patient narratives, and culturally responsive teaching.
• Centering student perspectives enhances preparation for patient-centered practice.