Focus of an undergraduate professionalism curriculum; perceptions of Sri Lankan medical students

Abstract

INTRODUCTION AND OBJECTIVES: The attempts made by medical schools for professionalism ducation have proven to be challenging. We explored the perceptions of medical students on teaching/learning, and assessment of professionalism in a Sri Lankan medical school. The professionalism curriculum of this medical school; runs for four years, uses interactive but classroom-based activities for teaching, and conducts written assessments and OSCE for the assessment. METHOD: In a qualitative study, twelve focus group discussions with the participation of 64 students were conducted. The responses were thematically analysed? RESULTS: The curriculum as a whole appeared to; reward academic abilities but not the professional soundness of students. They were critical of assessment-oriented professionalism curriculum and focusing more on what students 'know' than what they 'do'. The professionalism curriculum seemed to provide them with sound theoretical knowledge. It is not appropriately supportive in dealing with professionalism dilemmas they face in clinical setting. Students liked to learn professionalism from clinicians in clinical setting rather than being taught. Despite what students learn, their moral principles appear to changes over time to be compliant with the existing culture. Students see a discrepancy between the marks students scored in existing exams and actual behaviour in the ward. They liked to be observed by superiors, patients and peers for their professional behaviour. They had reservations about nurses becoming their assessors of professionalism. CONCLUSION; Students wish for a curriculum which rewards both academic abilities and professional behaviour. The professionalism curriculum should focus on learning over teaching and behaviour over knowledge. The curriculum was revised to incorporate students' feedback.