PURPOSE
Students often enter medical school with varied understandings of what
constitutes professional and unprofessional behavior. This innovation aims to
develop a survey that assesses medical students’ initial perceptions of
professionalism and tracks changes in their understanding throughout the
preclinical years.
METHODS
A scenario-based survey was designed to present medical students with
common professionalism dilemmas encountered in preclinical education.
Students evaluate whether behaviors described in each scenario reflect
professional or unprofessional conduct. The survey will be administered at
the start of preclinical studies to establish baseline perceptions and
re-administered at multiple points following professionalism-focused modules
and trainings, allowing for longitudinal assessment of how professionalism
understanding evolves during the preclinical years.
RESULTS
The survey instrument has been developed and reviewed for content validity.
Implementation is planned for incoming medical students at the start of their
preclinical years. Anticipated outcomes include identification of baseline
gaps in professionalism competency and measurement of growth following
targeted interventions.
CONCLUSIONS
This innovation provides a structured approach to assessing professionalism
competency in medical students. Benefits include establishing a baseline
understanding, tracking changes over time, and guiding curricular adjustments
to strengthen professionalism development. Challenges include ensuring
consistent interpretation of scenarios.