ORIGINAL ARTICLE
Are Medical Students Satisfied with Their Medical Professionalism Education? 1
2
3
Yera Hur , Ji-Ha Kim and Chang-Jin Choi 1
Department of Medical Education, Konyang University College of Medicine, Daejeon, 2Institution for Educational Research, Department of Education, Yonsei University, 3Department of Family Medicine, The Catholic University of Korea College of Medicine, Seoul, Korea
Purpose: This study aims to examine the satisfaction of undergraduate medical students with their medical professionalism education. Methods: Two hundred and one premedical students and 1,287 medical students (from year 1 to 4) participated in a five-point Likert scale survey. There were 27 items in the premedical students' survey and 31 items in the medical students' questionnaire. Statistical analysis including one-way ANOVA was performed. Results: Among the 27 items concerning premedical professionalism education, only six topics scored "average" level. In the survey of medical students only nine items out of 31 were rated "average" which did not reach the satisfactory level. Nine items from the medical students' survey showed significant positive improvements in satisfaction as the academic year increased; however, the changes were not large enough for any of the topics to receive a satisfactory score. Conclusion: Overall students were dissatisfied with their professionalism education. The reasons for these results and possible approaches for improving students’ satisfaction should be considered in future research. Key Words: Students, Educational measurement, Professional competence, Program evaluation
of studies investigated effective teaching methodologies
INTRODUCTION
for medical professionalism education [5]. (4) Numerous studies focused on the evaluation of educational
Recently medical education has taken a profound
professionalism. Studies on assessment can be catego-
interest in teaching and evaluating medical profe-
rized by analysis of official medical professionalism
ssionalism[1,2,3,4]. Local and international research
education at the undergraduate level [1]; analysis of the
related to medical professionalism developed in four
correspondence between traditional education frame-
stages; (1) Initially there were many studies about
works and medical professionalism[11,12]; and develop-
redefining concepts and factors of medical profe-
ment of specific methodologies for evaluating medical
ssionalism[5,6,7,8,9]. (2) Research focused on integra-
professionalism[13,14,15]. Although these reports em-
ting those medical professionalism factors into the
phasized the academic value of studying medical
educational curriculum[2,10]. (3) A significant number
professionalism, current assessment of the effectiveness
Received: January 26, 2010 • Accepted: February 14, 2010 Corresponding Author: Yera Hur Department of Medical Education, Konyang University College of Medicine, 685, Gasuwon-dong, Seo-gu, Daejeon 302-718, Korea TEL) 042-600-6408 E-mail)
[email protected]
Korean J Med Educ 2010 Mar; 22(1): 65-70. doi: 10.3946/kjme.2010.22.1.65. Ⓒ The Korean Society of Medical Education. All rights reserved.
65
Yera Hur, et al : Satisfaction level of medical professionalism education
of medical professionalism education remains insuffi-
There were 27 items on the questionnaire for premedical
cient. Studying the current state of medical profe-
students, and 31 questions for medical students con-
ssionalism education, Hur et al. [1] reported the results
cerning elements of medical professionalism and their
of Korean medical students’ self-assessment of their
satisfaction rate. Specific explanations were added to
medical professionalism education level.
each element in an effort to facilitate understanding
Following the work of Hur et al. [1], a study is needed
(e.g., ‘Sincerity and Diligence’ – the attitude of a person
to assess medical professionalism education by analyzing
who diligently exerts oneself for self-development and
students’ education satisfaction, which is a standard
faithfully adapts oneself to the rules and principles).
evaluation of the effectiveness of a course. Students’
Each detail was measured by five point scale: 1 point for
education satisfaction level, which is closely related to
‘very dissatisfied’; 2 for ‘dissatisfied’; 3 for ‘average
their attitude towards, devotion to, and maintenance of
(acceptable)’; 4 for ‘satisfied’; and 5 for ‘very satisfied’.
professionalism is important not only as a guideline for
To examine the level of satisfaction descriptive statistics
the educational process and direction but also as an
were used, including average and standard deviation by
index to predict the prospects of students [16]. The
SPSS version 11.5 (SPSS Inc., Chicago, USA). In the case
object of this paper is to analyze medical students’
of medical students one-way ANOVA with post-test
satisfaction with their medical professionalism educa-
analysis was conducted for comparative analysis on the
tion. Based on the attributes of professionalism for
satisfaction level of medical students from years one to
medical students in Korea [1,17], this study uses the
four. Reliability of the survey was 0.90 in the Cron-
following questions to achieve the research purpose: (1)
bach’s Alpha coefficient.
comparing premedical and medical students how great is the difference in general satisfaction level, and (2) is there any difference in education satisfaction among
RESULTS
medical students according to their academic level?
SUBJECTS AND METHODS
1. Premedical students' satisfaction with medical professionalism education Out of 201 questionnaires returned, 198 were exa-
Out of 41 total medical schools in Korea, five schools
mined. The total satisfaction level of premedical students
in the capital city and three in other provinces (all with
who completed two-year educational courses for medical
six years curriculum) were randomly selected and
professionalism was close to ‘dissatisfied’ (Average [Avg]
classified into private (n=5) and national medical schools
=2.86, Standard Deviation [SD]=0.61, Minimum[Min]=
(n=3). Surveys were carried out at the end of the
1.00, Maximum[Max]=4.56). Average satisfaction with
semester for both premedical students and medical
professional knowledge (Avg=2.65, SD=0.81, Min=1.00,
students. Two hundred and one premedical students who
Max=5.00); skills (Avg=2.79, SD=0.65, Min=1.00, Max=
had completed their two-year premedical courses and
4.75); and attitude Avg=2.97, SD=0.68, Min=1.00, Max=
1,287 medical students (from first-year to fourth-year)
4.83) were similar, but satisfaction with professional
participated in the study to answer the questionnaires.
attitude ranked the highest.
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Korean J Med Educ 2010 Mar; 22(1): 65-70.
Yera Hur, et al : Satisfaction level of medical professionalism education
None of the 27 essential elements of education reached
excluded because of a missing value. The total average
the ‘satisfied’ level. However, the following seven
score was 2.83 (SD=0.62), which was in the ‘dissatisfied’
elements scored at an ‘average (acceptable)’ or higher
level. Students were ‘dissatisfied’ in the fields of
level: ‘knowledge of basic science (3.33)’; ‘Team work
professional knowledge (Avg=2.38, SD=0.73) and skills
(3.03)’; ‘Service oriented (3.04)’; ‘Ethical behavior (3.01)’;
(Avg=2.81, SD=0.68), except for the topic of professional
‘Integrity, diligence, honesty (3.13)’; ‘Sense of duty
attitude. Comparing each field's average by school year,
(3.24)’; ‘Physical appearance (3.04)’. All other elements
a significant difference at p
