DiBrito S, Mago J, Reczek A, Suresh D, Kim D, Jacoby L, Shelton W. Medical Student Perspectives on Professionalism in a Third-Year Surgery Clerkship - A Mixed Methods Study.
JOURNAL OF SURGICAL EDUCATION 2024;
81:1720-1729. [PMID:
39299055 DOI:
10.1016/j.jsurg.2024.08.018]
[Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/28/2024] [Revised: 08/20/2024] [Accepted: 08/22/2024] [Indexed: 09/22/2024]
Abstract
OBJECTIVE
The norms governing surgical training warrant a deeper understanding of students' experiences and interpretations of professionalism issues in their learning environment. However, there is scant empirical evidence to describe this process. To fill this gap, we analyzed students' perceptions related to professionalism, moral distress, and communication in the surgical clerkship, particularly regarding their clinical supervisors, whom we refer to as mentors.
DESIGN
We retrospectively evaluated written case vignettes and survey responses from medical students on their surgical clerkships regarding their experiences of cases which raised professionalism concerns. Vignettes and surveys were part of standard curricular exercises and analyzed using both qualitative and quantitative methods.
SETTING
Our study was conducted at a private academic medical college in the northeast with an affiliated institute of bioethics.
PARTICIPANTS
Two-hundred forty-one third year medical students on their surgical clerkships participated through required curricular submissions of case vignettes and surveys.
RESULTS
Vignettes and surveys from all 241 students were collected and analyzed. Of these, 106 (43.9%) were identified by the students as relating to professionalism, whereas the research team identified 148 (61.4%) cases as such. Major subtypes of professionalism concerns were categorized as "not showing proper respect" (38.5%), bias (30.4%) and "failure to meet medical standards of care" (29.1%). In professionalism cases, only 27.7% of students would emulate their mentor, 19.7% shared concerns with the mentor, and 58.8% experienced moral distress, all significantly worse than in nonprofessionalism cases (p < 0.001).
CONCLUSIONS
With an abundance of professionalism concerns noted, students experienced high rates of moral distress and were unlikely to share concerns with clinical mentors who they generally did not wish to emulate. Attention should be paid to providing a formal curricular venue in which students can discuss their concerns, as untoward experiences in the learning environment risk harming their learning and professional identity development.
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