ABSTRACT
Background@#Professionalism is a core competency of physicians, identified as one of the learning outcomes for the Doctor of Medicine program. In all the efforts geared towards supporting students develop high standards of professionalism through the 4-year course of medical education, perhaps the greatest gap is in assessment. @*Objectives@#The study aimed to determine how attitudes towards professionalism among medical students change during clinical clerkship, which attitudes change, and if these changes are associated with certain demographic factors and specific clinical rotations. @*Methodology@#This is a cohort study with a baseline and three consecutive measurements of attitudes towards professionalism among students in a medical school as they rotated in the different clinical departments for the first semester of AY 2018-2019. A 36-item questionnaire based on a validated instrument was used. Frequency counts, means, percentages, paired t-tests, analysis of variance, and chi-square were used to analyze the data. @*Results@#Overall, the attitudes towards professionalism among medical students were positive at baseline and did not significantly change through three consecutive clinical rotations. The scores were highest and most stable for altruism, accountability, and excellence. No association was found between any change in attitudes and certain demographic factors including age, gender, and pre-medical course, and specific clinical rotation. @*Conclusion@#No significant change in attitudes towards professionalism was found among fourth year medical students as they rotated through three consecutive clinical rotations. While many factors should be considered, this finding should prompt a comprehensive look at how clinical clerkship experiences actually educate for professionalism.
Subject(s)
Professionalism , Clinical Clerkship , AttitudeABSTRACT
The revolution involving the current pattern of cultivating medical talents by combining clinical practice and education is a key step to train the high-level practical talents with clinical medicine. In this paper, we analyze the current graduate training management and quality evaluation in clinical medicine. As a result,we find some deficient exist in the present pattern of education management that is recognized as valuing scientific re-search and ignoring the clinical practice,such as a lack of effective feedback and backward in the present assess-ment system.That will inevitably influence the clinical training quality of graduate students with professional degree and lead to an awkward result that the graduate have poor knowledge in both the clinical practice and scientific re-search,resulting in a serious shortage of clinical practical talents.To solve the dilemma,our hospital constructed the intelligent digital information management platform,which has synthesized intelligent schedule,clinical rota-tion management and assessment system.With the perfect platform,the problems including clinical rotation,exam-ination,assessment in cultivating management and monitoring were primely solved. It is realizable to upgrade the graduate management from the traditional extensive management to the refined management mode and to further strengthen management,restraint and feedback system with the intelligent platform. Gradually,the fundamental purpose to cultivate the high-level talents for clinical practice could be achieved.
ABSTRACT
In "osmotic learning" a student passively observes and presumably absorbs clinical knowledge. Unfortunately, clinical teaching based on this style tends to result in low student motivation to study, which leads to low faculty motivation to teach. Here we consider how to improve medical education in Japan based on a case study of a Japanese student's (H.I.) participatory experience with the adult learning model in the United States. 1) A Japanese medical student analyzed the weekly evolution of her responsibilities and contributions to patient care during a 1 month clinical rotation at the University of Michigan. 2) She participated through direct contact with 235 patients during the 1 month rotation. Starting with simple contributions to patient care, over time she became an active member of the treatment team. Due to the ever-increasing relationship of trust built during the rotation, the faculty member could give the student tasks requiring more responsibility. This led to a relative reduction in the faculty member's workload and, in turn, increased teaching efficiency.3) From this case study, we conclude that clinical education based on the adult learning model can be applied in Japan, where "osmotic learning" has been prevalent, and that it can increase the motivation of medical students to learn and faculty to teach.