Deepti Shastri, Sankar Radhakrishnan
The MCI regulations for Graduate Medical Education state that at the end of MBBS program, a medical student should demonstrate professionalism. However, the medical curriculum does not focus on delivery and assessment of professionalism. Hence a study was conducted by introducing a teaching module on professionalism to medical students. Objectives: At the end of the three months of implementing the teaching module, a medical student should be able to: discuss issues related to professionalism,
more » ... o professionalism, demonstrate the attributes of professionalism and assess attributes of professionalism in self and peers. Materials and methods: Interactive student lectures and role plays introducing various aspects of professionalism, followed by students' brainstorming sessions were conducted for 2 nd MBBS students (n=50).Self, peer and faculty assessment of professionalism demonstrated by students was obtained by using validated scale anchors. Knowledge of professionalism was tested by written examinations (MCQs: Pre-test/post-test). The teaching module was evaluated by student and faculty perception questionnaires. Results: Self, peer and faculty assessment scores of professionalism showed preferred ratings of 4 on a scale of 1-7. ANOVA analysis for comparing scores of self assessment with peer and faculty assessment indicated no significant difference in ratings (p value > 0.05) by the three methods. Pre-test /Post-test evaluation compared with paired student t-test showed higher post-test scores (p=<0.0001). Perception questionnaires indicated both students and faculty were satisfied with the teaching module. Conclusion: Implementing such a teaching module improves knowledge of professional behaviour in medical students. Professionalism can be assessed in medical students by self and peer assessment.