Program Introduction/Background

The purpose of this innovation is to instill professionalism in premedical postbaccalaureate students and enhance their professional skills and behavior in medical school and as future healthcare providers.

The Graduate Certificate in Molecular and Biomedical Sciences (GCP) at the FIU Herbert Wertheim College of Medicine is a pathway program to medical/PA school. There is much evidence in the literature that unprofessional behavior in medical school predicts unprofessional behavior in medical practice. In order to prepare our students to be professional in medical/PA school, the GCP has developed an innovative professionalism program incorporating didactics, mentoring, classroom management, and professionalism assessments.

Target Population: The GCP program largely serves minority students who need academic enhancement in order to gain entrance to and excel in medical school. There has been an average of 40-50 students in each cohort of this 2-semester program over the past 8 years.

Best Practices, General Program Framework, and Evaluation

• Teaching: There are two courses: GMS6922/23 Professional Skills in Medical Sciences I and II. These semester-long courses include lectures on professionalism, plagiarism, medical ethics, time management, working in groups, goal setting, feedback, communication, etc.
• Learning: Students complete assignments mapped to session learning objectives. They receive constructive feedback on their assignments and develop the skills to set specific individual goals during their meeting with their mentors. They also learn how to give constructive feedback to their peers, faculty and during small group work and course evaluations.
• Mentoring: All students are assigned a faculty mentor and meet with them several times each semester.
• Classroom Management: There is mandatory attendance for each class session and students must come to class dressed in business casual dress. We believe that if one looks professional, one will act professionally. Students are provided with frequent, informal, low stakes feedback to assist students in their perception of their own professionalism. 
• Evaluation: A major component of this integrated professionalism program is the evaluation of professionalism twice a semester while in the program. Students receive formative feedback which does not count for a grade. Using a rubric, all teaching faculty and staff give input into the evaluations, in addition to providing narrative comments. Nine domains of professionalism are assessed, including 1) Self-directed learning, 2) Critical Thinking Skills, 3) Resilience and Dependability; 4) Communication; 5) Respect; 6) Leadership and Teamwork; 7) Feedback; 8) Honest, Trustworthy & Accountable; 9) Compliance. At the first time point, >95% of students met or exceeded expectations for domains 3-9. The first two domains showed the most improvement over the course of the program. Self- directed learning and critical thinking, improved from 77%/72% of students meeting or exceeding expectations at the beginning of the program to 95%/94% by the end of the program. Anecdotes from med school/PA faculty show they are impressed with the professionalism of GCP alumni in their programs at HWCOM and other institutions.
• All data shows that this program is working. This program is definitely feasible and transferable, given the interest of faculty and their time commitment.