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THE EFFECT OF STANDARDIZED PATIENT EDUCATION ON PROFESSIONAL VALUES

Year 2019, Volume: 82 Issue: 4, 199 - 205, 21.10.2019

Abstract

Objective: This study aims to investigate the changes in professional values through a structured training program and standardized patient practices. Method: The study was conducted with 346 3rd year medical students during the 2016-2017 academic year. Attitudes towards professionalism were assessed by using the “Professionalism” scale developed by The Penn State College of Medicine. The scale was applied to all of the students before the training (pretest) and after the training was completed (post-test). Results: The mean scores of the pre-test and post-test, respectively, were 17.5±1.8-18.1±1.9 for accountability; 16.34±2.117.0±1.6 for enrichment; 12.5±1.3-13.0±2.1 for equity; 19.6±1.720.7±1.5 for honor and integrity; 8.4±1.2-13.5±2.1 for altruism; 11.9±1.2-13.4±1.1 for duty; and 5.51±0.6-5.92±0.9 for respect (p<0.05). When the mean scores of the students were compared based on gender, the scores of the female students were found to be higher than those of the male students in all sub dimensions (p<0.05). Conclusion: Professional values are important concepts which are complex, difficult-to-measure and affected by multiple factors. An increase was observed in the professionalism scores of the students after the standard patient education practice. This increase was found to be significantly higher among the female students than among the male students. 

References

  • 1. Frank JR, Snell L, Sherbino J. CanMEDS 2015, Physician Competency Framework. Ottawa: Royal College of Physicians and Surgeons of Canada; 2015.
  • 2. ACP-ASIM Foundation European Federation of Internal Medicine. Project of the ABIM Foundation, Medical professionalism in the new millennium: A physician Charter. Ann Intern Med 2002;136(3):243-6.
  • 3. Barnhoorn PC, Youngson C. Refining a definition of medical professionalism. Acad Med 2014;89(12):1579.
  • 4. Hilton S, Soutgate L. Professionalism in medical education. Teaching and Teacher Education 2007;23:265-79.
  • 5. Ulusal çekirdek eğitim programı, 2014, Available from: http://www.yok.gov.tr/documents/10279/38058561/tip_ fakultesi_cep.pdf (23 Mart 2018 tarihinde ulaşılmıştır)
  • 6. UTEAK. UTEAK Özdeğerlendirme raporu hazırlama kılavuzu. 2018 http://www.uteak.org.tr/uploads/belge/ adresinden erişim tarihi: 28.01.2019
  • 7. Jameel A, Noor SM, Ayub S, Ali SS, Park YS, Tekian A. Feasibility, relevance and effectiveness of teaching and assessment of ethical status and communication skills as attributes of professionalism. JPMA 2015;65:721-6.
  • 8. Dieter PM, Hudak NM, Robinson PR. Promoting faculty professionalism: a case-based approach. Perspect Med Educ 2015;4(4):188-90.
  • 9. Yazdankhah A, Tayefeh Norooz M, Ahmadi Amoli H, Aminian A, Khorgami Z, Khashayar P, et al. Using 360-degree multisource feedback to evaluate professionalism in surgery departments: An Iranian perspective. Med J Islam Repub Iran 2015;29(1):1088-94.
  • 10. Mueller PS. Incorporating professionalism into medical education: The Mayo Clinic Experience. Keio J Med 2009;58(3):133-43.
  • 11. Dwyer T, Glover Takahashi S, Kennedy Hynes M, Herold J, Wasserstein D, Nousiainen M, et al. How to assess communication, professionalism, collaboration and the other intrinsic CanMEDS roles in orthopedic residents: use of an objective structured clinical examination (OSCE). Can J Surg 2014;57(4):230-6.
  • 12. Ülkü HH, Şenol Y. Mezuniyet öncesi tıp eğitiminde profesyonalizm ve iletişim becerilerinin 360 derece değerlendirme yöntemiyle belirlenmesi. Tıp Eğitimi Dünyası 2017;49:28-38.
  • 13. Bustamante E, Sanabria Á. Spanish adaptation of The Penn State College of Medicine Scale to assess professionalism in medical students. Biomedica 2014;34(2):291-9. 14. Akhund S, Shaikh ZA, Ali SA. Attitudes of Pakistani and Pakistani heritage medical students regarding professionalism at a medical college in Karachi, Pakistan. BMC Res Notes 2014;7:150.
  • 15. Kung JW, Slanetz PJ, Huang GC, Eisenberg RL. Reflective Practice: Assessing its Effectiveness to Teach Professionalism in a Radiology Residency. Acad Radiol 2015;22(10):1280-6.
  • 16. Tran EM, Scott IU, Clark MA, Greenberg PB. Assessing and Promoting the Wellness of United States Ophthalmology Residents: A Survey of Program Directors. J Surg Educ 2018;75(1):95-103.
  • 17. Demirören M, Öztuna D. Tıp öğrencilerinde profesyonalizme yönelik tutumlarının değerlendirilmesi: ölçek uyarlama çalışması. STED 2015;24(3):89-98.
  • 18. Rees C, Sheard C, Mcpherson A. Medical students’ views and experiences of methods of teaching and learning communication skills. Patient Educ Couns 2004;54(1):11921.
  • 19. Wright B, McKendree J, Morgan L, Allgar VL, Brown A. Examiner and simulated patient ratings of empathy in medical student final year clinical examination:are they useful? BMC Med Educ 2014;14:199.
  • 20. Berg K, Majdan JF, Berg D, Veloski J, Hojat M. Medical students’ self-reported empathy and simulated patients’ assessments of student empathy: An analysis by gender and ethnicity. Acad Med 2011;86(8):984-8.
  • 21. Guiton G, Hodgson CS, Delandshere G, Wilkerson L. Communication skills instandardized-patient assessment of final-year medical students: a psychometric study. Adv Health Sci Educ Theory Pract 2004;9(3):179-87.
  • 22. Goldie J, Dowie A, Cotton P, Morrison J. Teaching professionalism in the early years of a medical curriculum: a qualitative study. Med Educ 2007;41(6):610-7. 23. Blackall GF, Melnick SA, Shoop GH, George J, Lerner SM, Wilson PK, et al. Professionalism in medical education: the development and validation of a survey instrument to assess attitudes toward professionalism. Med Teach 2007;29(2-3):e58-62.
  • 24. Morrison J, Dowie A, Cotton P, Goldie J. A medical education view on sociological perspectives on professionalism. Med Educ 2009;43(9):824-5.
  • 25. Monrouxe LV, Rees CE, Hu W. Differences in medical students’ explicit discourses of professionalism: acting, representing, becoming. Med Educ 2011;45(6):585-602.
  • 26. Roberts LW, Green Hammond KA, Geppert CM, Warner TD. The positive role of professionalism and ethics training in medical education: a comparison of medical student and resident perspectives. Acad Psychiatry 2004;28(3):170-82.
  • 27. Byszewski A, Gill JS, Lochnan H. Socialization to professionalism in medical schools: a Canadian experience. BMC Med Educ 2015;15:204.
  • 28. Joubert PM, Krüger C, Bergh A-M, et.al. Medical students on the value of role models for developing ‘soft skills’ - “That’s the way you do it” S Afr Psychiatry Rev 2006;9:28-32.
  • 29. Benbassat J. Role modelling in medical education: the importance of reflective imitation. Acad Med 2014;89(4):5504.

STANDART HASTA İLE EĞİTİMİN PROFESYONEL DEĞERLERE ETKİSİ

Year 2019, Volume: 82 Issue: 4, 199 - 205, 21.10.2019

Abstract

Amaç: Bu çalışmada yapılandırılmış bir eğitim programı ve standardize hasta uygulamaları ile profesyonellik değerlerinin değişiminin izlenmesi hedeflenmiştir. Yöntem: Çalışma 2016-2017 eğitim döneminde eğitim alan 346 üçüncü sınıf öğrencisi ile yürütülmüştür. Profesyonelliğe ilişkin tutumlar, Pensilvanya Eyalet Üniversitesi Tıp Fakültesi tarafından geliştirilen “profesyonellik” ölçeği kullanılarak değerlendirilmiştir. Ölçek formu öğrencilerin tümüne eğitim öncesi (ön test) ve eğitimlerin bitmesinden sonra (son test) uygulanmıştır. Bulgular: Standardize hasta uygulaması sonrası, öğrencilerin profesyonellik tutum ölçeği ortalama puanları; eğitim öncesi ve sonrasında sırasıyla hesap sorulabilirlik için 17,5±1,8-18,1±1,9; zenginleştirme için 16,4±2,1-17,0±1,6; hakkaniyet için 12,5±1,313,0±2,1, onur ve şeref için 19,64±1,7-20,7±1,5, özgecilik için 8,4±1,2-13,5±2,1 ödev için 11,9±1,2-13,4±1,1 ve saygı için 5,51±0,6-5,9±0,9 olarak bulunmuştur (p<0,05). Öğrencilerin ortalama puanları cinsiyete göre karşılaştırıldığında tüm alt boyutlarda, kadın öğrencilerin puanları erkek öğrencilere göre yüksek bulunmuştur (p<0,05). Sonuç: Profesyonel değerler birden çok değişkenden etkilenen, karmaşık, ölçülmesi zor bir yetkinlik alanıdır. Standart hasta ile eğitimden sonra öğrencilerin profesyonellik ölçek puanlarında bir artış görülmüştür. Bu artış kadın öğrencilerde erkek öğrencilere göre istatistiksel olarak anlamlı derecede daha yüksektir.

References

  • 1. Frank JR, Snell L, Sherbino J. CanMEDS 2015, Physician Competency Framework. Ottawa: Royal College of Physicians and Surgeons of Canada; 2015.
  • 2. ACP-ASIM Foundation European Federation of Internal Medicine. Project of the ABIM Foundation, Medical professionalism in the new millennium: A physician Charter. Ann Intern Med 2002;136(3):243-6.
  • 3. Barnhoorn PC, Youngson C. Refining a definition of medical professionalism. Acad Med 2014;89(12):1579.
  • 4. Hilton S, Soutgate L. Professionalism in medical education. Teaching and Teacher Education 2007;23:265-79.
  • 5. Ulusal çekirdek eğitim programı, 2014, Available from: http://www.yok.gov.tr/documents/10279/38058561/tip_ fakultesi_cep.pdf (23 Mart 2018 tarihinde ulaşılmıştır)
  • 6. UTEAK. UTEAK Özdeğerlendirme raporu hazırlama kılavuzu. 2018 http://www.uteak.org.tr/uploads/belge/ adresinden erişim tarihi: 28.01.2019
  • 7. Jameel A, Noor SM, Ayub S, Ali SS, Park YS, Tekian A. Feasibility, relevance and effectiveness of teaching and assessment of ethical status and communication skills as attributes of professionalism. JPMA 2015;65:721-6.
  • 8. Dieter PM, Hudak NM, Robinson PR. Promoting faculty professionalism: a case-based approach. Perspect Med Educ 2015;4(4):188-90.
  • 9. Yazdankhah A, Tayefeh Norooz M, Ahmadi Amoli H, Aminian A, Khorgami Z, Khashayar P, et al. Using 360-degree multisource feedback to evaluate professionalism in surgery departments: An Iranian perspective. Med J Islam Repub Iran 2015;29(1):1088-94.
  • 10. Mueller PS. Incorporating professionalism into medical education: The Mayo Clinic Experience. Keio J Med 2009;58(3):133-43.
  • 11. Dwyer T, Glover Takahashi S, Kennedy Hynes M, Herold J, Wasserstein D, Nousiainen M, et al. How to assess communication, professionalism, collaboration and the other intrinsic CanMEDS roles in orthopedic residents: use of an objective structured clinical examination (OSCE). Can J Surg 2014;57(4):230-6.
  • 12. Ülkü HH, Şenol Y. Mezuniyet öncesi tıp eğitiminde profesyonalizm ve iletişim becerilerinin 360 derece değerlendirme yöntemiyle belirlenmesi. Tıp Eğitimi Dünyası 2017;49:28-38.
  • 13. Bustamante E, Sanabria Á. Spanish adaptation of The Penn State College of Medicine Scale to assess professionalism in medical students. Biomedica 2014;34(2):291-9. 14. Akhund S, Shaikh ZA, Ali SA. Attitudes of Pakistani and Pakistani heritage medical students regarding professionalism at a medical college in Karachi, Pakistan. BMC Res Notes 2014;7:150.
  • 15. Kung JW, Slanetz PJ, Huang GC, Eisenberg RL. Reflective Practice: Assessing its Effectiveness to Teach Professionalism in a Radiology Residency. Acad Radiol 2015;22(10):1280-6.
  • 16. Tran EM, Scott IU, Clark MA, Greenberg PB. Assessing and Promoting the Wellness of United States Ophthalmology Residents: A Survey of Program Directors. J Surg Educ 2018;75(1):95-103.
  • 17. Demirören M, Öztuna D. Tıp öğrencilerinde profesyonalizme yönelik tutumlarının değerlendirilmesi: ölçek uyarlama çalışması. STED 2015;24(3):89-98.
  • 18. Rees C, Sheard C, Mcpherson A. Medical students’ views and experiences of methods of teaching and learning communication skills. Patient Educ Couns 2004;54(1):11921.
  • 19. Wright B, McKendree J, Morgan L, Allgar VL, Brown A. Examiner and simulated patient ratings of empathy in medical student final year clinical examination:are they useful? BMC Med Educ 2014;14:199.
  • 20. Berg K, Majdan JF, Berg D, Veloski J, Hojat M. Medical students’ self-reported empathy and simulated patients’ assessments of student empathy: An analysis by gender and ethnicity. Acad Med 2011;86(8):984-8.
  • 21. Guiton G, Hodgson CS, Delandshere G, Wilkerson L. Communication skills instandardized-patient assessment of final-year medical students: a psychometric study. Adv Health Sci Educ Theory Pract 2004;9(3):179-87.
  • 22. Goldie J, Dowie A, Cotton P, Morrison J. Teaching professionalism in the early years of a medical curriculum: a qualitative study. Med Educ 2007;41(6):610-7. 23. Blackall GF, Melnick SA, Shoop GH, George J, Lerner SM, Wilson PK, et al. Professionalism in medical education: the development and validation of a survey instrument to assess attitudes toward professionalism. Med Teach 2007;29(2-3):e58-62.
  • 24. Morrison J, Dowie A, Cotton P, Goldie J. A medical education view on sociological perspectives on professionalism. Med Educ 2009;43(9):824-5.
  • 25. Monrouxe LV, Rees CE, Hu W. Differences in medical students’ explicit discourses of professionalism: acting, representing, becoming. Med Educ 2011;45(6):585-602.
  • 26. Roberts LW, Green Hammond KA, Geppert CM, Warner TD. The positive role of professionalism and ethics training in medical education: a comparison of medical student and resident perspectives. Acad Psychiatry 2004;28(3):170-82.
  • 27. Byszewski A, Gill JS, Lochnan H. Socialization to professionalism in medical schools: a Canadian experience. BMC Med Educ 2015;15:204.
  • 28. Joubert PM, Krüger C, Bergh A-M, et.al. Medical students on the value of role models for developing ‘soft skills’ - “That’s the way you do it” S Afr Psychiatry Rev 2006;9:28-32.
  • 29. Benbassat J. Role modelling in medical education: the importance of reflective imitation. Acad Med 2014;89(4):5504.
There are 27 citations in total.

Details

Primary Language Turkish
Journal Section RESEARCH
Authors

Yeşim Şenol 0000-0002-7842-3041

Selen Bozkurt This is me 0000-0002-3328-6231

Ender Terzioğlu This is me 0000-0002-3328-6231

Publication Date October 21, 2019
Submission Date September 7, 2018
Published in Issue Year 2019 Volume: 82 Issue: 4

Cite

APA Şenol, Y., Bozkurt, S., & Terzioğlu, E. (2019). STANDART HASTA İLE EĞİTİMİN PROFESYONEL DEĞERLERE ETKİSİ. Journal of Istanbul Faculty of Medicine, 82(4), 199-205.
AMA Şenol Y, Bozkurt S, Terzioğlu E. STANDART HASTA İLE EĞİTİMİN PROFESYONEL DEĞERLERE ETKİSİ. İst Tıp Fak Derg. October 2019;82(4):199-205.
Chicago Şenol, Yeşim, Selen Bozkurt, and Ender Terzioğlu. “STANDART HASTA İLE EĞİTİMİN PROFESYONEL DEĞERLERE ETKİSİ”. Journal of Istanbul Faculty of Medicine 82, no. 4 (October 2019): 199-205.
EndNote Şenol Y, Bozkurt S, Terzioğlu E (October 1, 2019) STANDART HASTA İLE EĞİTİMİN PROFESYONEL DEĞERLERE ETKİSİ. Journal of Istanbul Faculty of Medicine 82 4 199–205.
IEEE Y. Şenol, S. Bozkurt, and E. Terzioğlu, “STANDART HASTA İLE EĞİTİMİN PROFESYONEL DEĞERLERE ETKİSİ”, İst Tıp Fak Derg, vol. 82, no. 4, pp. 199–205, 2019.
ISNAD Şenol, Yeşim et al. “STANDART HASTA İLE EĞİTİMİN PROFESYONEL DEĞERLERE ETKİSİ”. Journal of Istanbul Faculty of Medicine 82/4 (October 2019), 199-205.
JAMA Şenol Y, Bozkurt S, Terzioğlu E. STANDART HASTA İLE EĞİTİMİN PROFESYONEL DEĞERLERE ETKİSİ. İst Tıp Fak Derg. 2019;82:199–205.
MLA Şenol, Yeşim et al. “STANDART HASTA İLE EĞİTİMİN PROFESYONEL DEĞERLERE ETKİSİ”. Journal of Istanbul Faculty of Medicine, vol. 82, no. 4, 2019, pp. 199-05.
Vancouver Şenol Y, Bozkurt S, Terzioğlu E. STANDART HASTA İLE EĞİTİMİN PROFESYONEL DEĞERLERE ETKİSİ. İst Tıp Fak Derg. 2019;82(4):199-205.

Contact information and address

Addressi: İ.Ü. İstanbul Tıp Fakültesi Dekanlığı, Turgut Özal Cad. 34093 Çapa, Fatih, İstanbul, TÜRKİYE

Email: itfdergisi@istanbul.edu.tr

Phone: +90 212 414 21 61