Improving Report and Attitude Assessments in Professionalism Education for First-Year Medical Students

10.6145/jme.202306_27(2).0006

Yukihiro Ikeda

Professional Education ； Attitude Assessment ； Rubric

Journal of Medical Education

27卷2期（2023 / 06 / 01）

147 - 155

英文

Background: Professionalism education is important in medical education and is incorporated into medical education throughout the world. There are many tools and methods available to assess professionalism. However, these assessment tools are for clinical assessments in the later stages of medical education, and tools for assessing professionalism in the early stages, or that offer a chance for nurses to observe and assess, are not yet in place. Objective: This paper aims to identify opportunities for improvement in grade 1 attitudes and report assessment, and to propose new rubrics. Methods and Results: We reviewed report assessment by teachers and attitude assessment by nurses. To extract the issues, each assessment method was evaluated for Content, Reaction process, Internal structure, Relation with other variables, and Influence. We created rubrics to improve first-year medical students' assessment process in a professionalism education course. Conclusion: Assessment rubrics may be fit for professionalism course of first years students. However, there is still much room for improvement.

1. Mann K, Gordon J, MacLeod A: Reflection and reflective practice in health professions education: a systematic review. Adv Health Sci Educ Theory Pract 2009, 14(4):595-621.
   連結：
2. Rabinowitz D, Reis S, Van Raalte R, Alroy G, et al.: Development of a physician attributes database as a resource for medical education, professionalism and student evaluation. Med Teach 2004, 26(2):160-165.
   連結：
3. Swick HM: Toward a normative definition of medical professionalism. Acad Med 2000, 75(6):612-616.
   連結：
4. Van De Camp K, Vernooij-Dassen MJ, Grol RP, et al.: How to conceptualize professionalism: a qualitative study. Med Teach 2004, 26(8):696-702.
   連結：
5. Tsugawa Y, Tokuda Y, Ohbu S, et al.: Professionalism Mini-Evaluation Exercise for medical residents in Japan: a pilot study. Med Educ 2009, 43(10):968-978.
   連結：
6. Parthiban N, Boland F, Fadil Azim DH, et al.: Asian medical students' attitudes towards professionalism. Med Educ Online 2021, 26(1):1927466.
   連結：
7. Kasai H, Ito S, Tajima H, et al.: The positive effect of student-oriented clinical clerkship rounds employing role-play and peer review on the clinical performance and professionalism of clerkship students. Med Teach 2020, 42(1):73-78.
   連結：
8. Veloski JJ, Fields SK, Boex JR, et al.: Measuring professionalism: a review of studies with instruments reported in the literature between 1982 and 2002. Acad Med 2005, 80(4):366-370.
   連結：
9. Arnold L, Shue CK, Kalishman S, et al.: Can there be a single system for peer assessment of professionalism among medical students? A multi-institutional study. Acad Med 2007, 82(6):578-586.
   連結：
10. Epstein RM, Dannefer EF, Nofziger AC, et al.: Comprehensive assessment of professional competence: the Rochester experiment. Teach Learn Med 2004, 16(2):186-196.
    連結：
11. Wilkinson TJ: Assessment of clinical performance: gathering evidence. Intern Med J 2007, 37(9):631-636.
    連結：
12. Lynch DC, Surdyk PM, Eiser AR: Assessing professionalism: a review of the literature. Med Teach 2004, 26(4):366-373.
    連結：
13. Hatala R, Ainslie M, Kassen BO, Mackie I, et al.: Assessing the mini-Clinical Evaluation Exercise in comparison to a national specialty examination. Med Educ 2006, 40(10):950-956.
    連結：
14. Norcini JJ, Blank LL, Duffy FD, et al.: The mini-CEX: a method for assessing clinical skills. Ann Intern Med 2003, 138(6):476-481.
    連結：
15. Tsugawa Y, Ohbu S, Cruess R, et al: Introducing the Professionalism Mini-Evaluation Exercise (P-MEX) in Japan: results from a multicenter, cross-sectional study. Acad Med 2011, 86(8):1026-1031.
    連結：
16. Bajwa NM, Nendaz MR, Posfay-Barbe KM, et al.: A Meaningful and Actionable Professionalism Assessment: Validity Evidence for the Professionalism Mini-Evaluation Exercise (P-MEX) Across 8 Years. Acad Med 2021, 96(11S):S151-S157.
    連結：
17. Patricio MF, Juliao M, Fareleira F, Carneiro AV: Is the OSCE a feasible tool to assess competencies in undergraduate medical education? Med Teach 2013, 35(6):503-514.
    連結：
18. Setyonugroho W, Kennedy KM, Kropmans TJ: Reliability and validity of OSCE checklists used to assess the communication skills of undergraduate medical students: A systematic review. Patient Educ Couns 2015.
    連結：
19. Harsha J, Wasea N and Jaishree G. Evaluation of Competencies Related to Personal Attributes of Resident Doctors by 360 Degree. Journal of Clinical and Diagnostic Research. 2017 Jun, Vol-11(6): JC09-JC11
    連結：
20. Krishnasamy N, Hasamnis AA, Patil SS: Developing professional identity among undergraduate medical students in a competency-based curriculum: Educators' perspective. J Educ Health Promot 2022, 11:361.
21. Tagawa M, Saiki T: Assessment in Medical Education I. Basics. Medical Education (Japanese) 2013, 44(5):345-357.