背景:医学院校的专业教学是医学教育和社会的核心。我们评估了医学生在医学院第一天如何看待医学专业的价值观,以及有关该专业能力的会议对这些学生的反思水平的影响。
方法:我们研究了两组医学生,他们撰写了关于医学专业价值观以及COVID-19大流行对这些价值观的影响的叙述。第一组在一次关于医学专业能力的会议(干预组)后写了叙述,第二组在生物化学会议后写了同样的叙述(对照组)。我们还比较了这两组学生的反映水平。
结果:在2022学年进入的175名医学生中,159人同意参与研究(应答率=90.8%)。学生经历的医患关系的正面模型比负面模型更多(58.5%和41.5%的回答,分别)。干预组比对照组提到更多的值。引用最多的价值观是同理心,谦卑,和道德;主要能力是技术能力,沟通/主动倾听,和韧性。大流行经历对学生未来职业价值观的看法产生了强烈而积极的影响。学生们意识到需要不断更新,医学实践基于科学证据,并运用技能/态度,如韧性,灵活性,和团队合作。对叙述中反射水平的分析表明,干预组中反射水平较高,对照组中反射水平较低。
结论:我们的研究表明,医学生,进入医学院后,已经有了医学专业的观点,尽管他们仍然需要更深层次的自我反省。单身,有计划的干预可以促进自我反省。医学专业认同的愿景受到COVID-19大流行的强烈影响,对决定进入医学院的学生的职业认同感的形成产生了积极的影响。
BACKGROUND: Teaching professionalism in medical schools is central to medical education and society. We evaluated how medical students view the values of the medical profession on their first day of medical school and the influence of a conference about the competences of this profession on these students\' levels of reflection.
METHODS: We studied two groups of medical students who wrote narratives about the values of the medical profession and the influence of the COVID-19 pandemic on these values. The first group wrote the narratives after a conference about the competences of the medical profession (intervention group), and the second group wrote the same narratives after a biochemistry conference (control group). We also compared the levels of reflection of these two groups of students.
RESULTS: Among the 175 medical students entering in the 2022 academic year, 159 agreed to participate in the study (response rate = 90.8%). There were more references to positive than negative models of doctor‒patient relationships experienced by the students (58.5% and 41.5% of responses, respectively). The intervention group referred to a more significant number of values than the control group did. The most cited values were empathy, humility, and ethics; the main competences were technical competence, communication/active listening, and resilience. The students\' perspectives of the values of their future profession were strongly and positively influenced by the pandemic experience. The students realized the need for constant updating, basing medical practice on scientific evidence, and employing skills/attitudes such as resilience, flexibility, and collaboration for teamwork. Analysis of the levels of reflection in the narratives showed a predominance of reflections with a higher level in the intervention group and of those with a lower level in the control group.
CONCLUSIONS: Our study showed that medical students, upon entering medical school, already have a view of medical professionalism, although they still need to present a deeper level of self-reflection. A single, planned intervention in medical professionalism can promote self-reflection. The vision of medical professional identity was strongly influenced by the COVID-19 pandemic, positively impacting the formation of a professional identity among the students who decided to enter medical school.