ABSTRACT
Objective: To assess the perception of professionalism in the students of Army Medical College
Study Design: A survey based descriptive study
Material and Methods: In the first phase of the study, experts were selected from various fields in medicine through email and their opinion was sought about the most important key elements of professionalism. On the basis of response, in the second phase, weighting of the elements were selected and re-forwarded to the experts for their confirmation. In the third phase, a survey of 1st year and final year was conducted amongst the students about their knowledge, perception and importance of selected element
Results: The first version of the professionalism assessment scale [PAS] consisted of 35 items. The experts also suggested 10 additional elements of professionalism other than proposed by the researchers. Based on their percentages, 33 out of the 45 items were excluded, so the second version of the PAS contained 12 items. When the mean scores of the different elements were compared among the responses of first year and the final year students, three elements i.e. integrity, teamwork and ethics were found to be significant
Conclusion: Professionalism assessment scale [PAS] can be used for the assessment of perception of professionalism among undergraduate medical students
ABSTRACT
Objective: To determine the demotivating factors influencing the teacher's motivation at Army Medical College from the faculty's perspective. To identify the possible solutions to the demotivating factors influencing the teacher's motivation from the faculty's perspective
Study Design: Exploratory qualitative design
Place and Duration of Study: Army Medical College on 30 Jan 2016
Material and Methods: This study was conducted during the pre and post workshop sessions in order to explore the teacher's motivation through faculty's perspective at the Army Medical College. Purposive sampling was done and consisted of twenty teaching faculty members of undergraduate subjects and two qualified medical educationists
Results: This study has observed alleged barriers and supports to involve in the enhancement of motivation. Teachers' perceptions identified the financial, incentive/promotional, time management, acknowledgement/ appreciation, formal training, multiple jobs and intrinsic motivation with lack of empowerment as the major demotivators. The commonest remedial solutions were suggested such as financial rewards, appreciation from head of department [HOD] and Principal. Certificate [Medal] for dedicated services, good working environment and provision of assurance and support with involvement in decision making
Conclusion: Perceived demotivators and solutions to engage in the improvement of teaching were identified as financial barriers, lack of time management and acknowledgement with no structured training of the faculty. Addressing these de motivators and reinforcing the solutions can lead to improvement in the faculty motivation