Showing 10 results for Professionalism
Farjad Lorestani, Nahid Dehghan Nayeri, Mahshad Nouroozi, Kiarash Aramesh,
Volume 4, Issue 1 (12-2010)
Abstract
The appearance and the way a doctor is dressed has a very influential effect on the physician-patient relationship. Interns and trainees of medicine must follow the principles of professional behavior as they play a crucial role during their education. The aim of this research is to analyze the interns and trainee's point of view towards dress code.
In this study, after preparing a questionnaire and assessing its validity and reliability, it was sent to 337 interns and trainees of universities of medical sciences, at Shariati, Imam Khomaini and Sina hospitals, which are selected by portion method, after ward their viewpoints were analyzed from 5 dimensions.
One hundred and seventy seven students (52.5%) and seventy students (20.8%) got mean score and high score of physical features respectively.. Two hundred and sixteen students (64.1%) and fifty four students (16%) got mean and high score of dress code respectively. One hundred and eighty eight students (55.8%) and seventy five students (22.3%) got mean and high marks in make up respectively. Two hundred and twenty three students (66.2%)were completely in favor of observing personal hygiene while one hundred and fourteen students (33.8%) just agreed with this issue. Finally, in the total physical features and dress code, 210 students (62.3%) got the average mark and 58 students (17.2%) earned high mark. Interns and trainee's viewpoints about the physical features had a significant correlation with age, sex, and educational level (P<0.05).
The results of this study shows that teaching the importance of physical feature and professional dress code is the most important action to boost the level of compliance about appearance by interns and trainees. Compiling the professional dress code can help getting this aim come true.
Amirahmad Shojaei, Fereshteh Abolhasani Niaraki,
Volume 5, Issue 7 (2-2013)
Abstract
Trust is an important factor in the relationship between physician and patient. Trust between physician and patient is an important factor in improving patient and physician satisfaction, but it will not materialize unless we define trust and its criteria. Since trust fulfillment is dependent on its criteria, in this study we tried to define these criteria. First, we explicated the meaning and concept of trust through review articles, then we proceeded to content analysis, and lastly, the logical conclusion was obtained. In this article we have expressed scientific opinions and extracted 23 components from the cited opinions. We concluded that trust can be analyzed from three perspectives: the perspective of patients with 5 criteria, the physicians' view with 2 criteria and the perspective of an observer of the physician-patient relationship with 9 criteria.
Mohammad Khajedaluee, Zahra Movafaghi, Mahdieh Pouryazdanpanah,
Volume 6, Issue 5 (12-2013)
Abstract
Medical ethics is a set of moral values that apply principles and responsibilities to the practice of medicine and is a fundamental part of medical education. The current study investigated the effectiveness of the medical ethics curriculum and the best method for its implementation from interns’ point of view. The current cross-sectional descriptive study was carried out in July 2012. The research tool was a questionnaire developed in the medical ethics department and handed to all interns. The validity and reliability of the tool was confirmed using content validity and internal consistency (α= 0.72) methods respectively. Data was analyzed using SPSS software and reported by the use of descriptive statistics, particularly mode, as a measure of central tendency.Seventy-one interns (60%) responded to the questionnaire, 54% of whom were female and 55% in the second internship year. In response to the achievement rate of expected outcomes such as the extent to which the educational objectives have been reached, and the suitability of content with the needs felt in real clinical situations, modes were all ranked in the ategory of "low". The modes of the responses to the stressfulness of different ethical situations were mainly ranked in the category of "high". To assess the best methods for teaching knowledge as well as medical ethics skills and attitudes, the following were the mode of interns' responses: group discussion (38%) for teaching the basics, and presentation of a case with the solution (70%) for teaching clinical ethics. The most appropriate methods of student evaluation were considered patient management problem and performance evaluation in the ward by 25 (36%) and 21 (31%) of interns respectively.The current study showed the effectiveness of medical ethics curriculum was low and the students requested presenting this course in a more practical way. It would appear that a two unit theoretic course does not have the efficiency to modify students’ attitudes and behavior to encounter challenging ethical situations, and therefore fundamental changes are suggested.
Fariba Borhani, Mahmoud Abbasi, Abbas Abbaszadeh, Soolamz Mousavi, ,
Volume 7, Issue 3 (9-2014)
Abstract
In order to face the challenges of today’s health system, it is extremely important to promote collaborations among disciplines. Nevertheless, it seems that nurses and physicians cooperate more effectively in academic areas, and their partnership in the actual work place and clinical settings is associated with challenges.This cross-sectional study aimed to determine the attitudes of doctors and nurses in hospitals affiliated with Shahid Beheshti University of Medical Sciences toward collaboration with each other. For this purpose, the Jefferson Scale of attitudes toward physician-nurse collaboration was used after it was translated and its validity and reliability were examined on 59 physicians and 164 nurses. Data were analyzed using the SPSS software version 18.The results showed a more positive attitude toward the concept of collaboration among nurses (3.49) than physicians (3.12) (P = 0.02). Moreover, a significant difference was observed between the attitudes of physicians and nurses toward working together across various items of the questionnaire (F = 5.06, P = 0.02), with the exception of the area of nursing autonomy (F = 0.95, P = 0.32).An appropriate nurse-physician relationship and agreement over treatment plans can increase the quality of care, and lack of cooperation can lead to stress in the workplace. Therefore, in-service training for doctors and nurses and attention to the importance of cooperation among members of the medical team must be incorporated into the nursing and medical curriculum. Thus, the traditional views on the role of nurses will change, and nurses will be able to perform their professional duties more effectively. Consequently, the cooperation between physicians and nurses and the fortified synergy between the roles will improve the quality of care.
Ali Vasheghani Farahani, Majid Maleki, Reza Golpira, Hooman Bakhshandeh, Mojtaba Parsa, Mahnaz Mayel Afshar, Sima Kashanian Fard, Shiva Khaleghparast, Mohsen Rezaei, Seyed Ahmad Rezaei,
Volume 8, Issue 1 (5-2015)
Abstract
Medical professionalism has recently received attention in Iran, so we aimed to assess it in a single specialty educational hospital.In the present study, we evaluated observation of medical ethics principles from the viewpoints of physicians, nurses and patients. Eight principles of medical ethics were evaluated in these three groups through modified questionnaires containing 43 questions for physicians, 42 questions for nurses, and 25 questions for patients. The mean scores of those principles are as: enhancing professional efficiency (68.7 ± 23), confidentiality (67.9 ± 21), maintaining an appropriate relationship with the patients (61.7 ± 21), improving access to services (59.6 ± 21), distributing limited resources fairly (60.2 ± 25), knowledge production (61.4 ± 23), promotion of trust through management of conflicts of interests (64.8 ± 23), and perform professional responsibilities (59.6 ± 23). There were significant differences in the two parameters of “enhancing professional efficiency” and “confidentiality” between the viewpoints of the patients and the viewpoints of physicians and nurses (P < 0.0001). The difference in “maintaining an appropriate relationship with the patients”, “improving access to services”, and “distributing limited resources fairly” was significant between the viewpoints of the nurses and that of the patients and physicians. The viewpoints of the nurses and patients were significantly different only in “knowledge production”, “promotion of trust through management of conflicts of interest”, and “perform professional responsibilities” (P < 0.0001). With respect to these significant differences, the nurses’ viewpoint regarding “enhancing professional efficiency” may be more dependable due to their more accurate knowledge of the physicians’ performance and more extensive contact with them. This has also resulted in significant differences between nurses and patients or physicians in other principles as well.
Seyed Mozaffar Rabiee, Novin Nikbakhsh, Simin Mouodi,
Volume 10, Issue 0 (3-2017)
Abstract
In evolution and innovation program of medical education which has been announced to the medical universities of the country since 2015, as a part of the health sector reform in IRAN, promoting professionalism is one of the emphasized subjects. This study aimed to evaluate activities conducted in this university to promote professionalism. In this descriptive research, all activities performed in Babol University of Medical Sciences in the years 2015 and 2016 in order to achieve the objectives of professionalism were recorded in a data collection form. The subject, target group, the extent of each activity, and outcomes were recorded and compared with data related to years before 2015. Totally, 19 major activities have been recorded to promote professionalism in this university in these two years. Sixteen activities (84.2%) have been implemented after medical education reform of IRAN. The extent of activities was calculated as 10088 person-hour and most of these major activities (12 activities, 63.2%) was attributed to achieve the objective of "implementation structural and program requirements, an organized system for need assessment, pathology and improvement of the values of ethics and professionalism". After implementation of medical education reform in IRAN, Babol University of Medical Sciences has adopted multiple new activities to promote professionalism in this university.
Sorayya Faraji, Seyed Mohsen Seyedi, Majid Khalili, Mehran Seif-Farshad,
Volume 12, Issue 0 (3-2019)
Abstract
Writing treatises and books on ethics and morality is one of the most important topics in medicine history. Teaching and learning medical knowledge and skills was a common one in the golden age of science in Islam, too. The scholars of that period considered the ethical points of view as an important fact in their medical profession. The present article reports the behavior and ethics of physicians based on the review on the first book in this field, "Adab al-Tabib". This book, which can be called the Encyclopedia of Medical Ethics, represents standpoints of the prominent Islamic scholar, Ishaq bin Ali Al-Ruhawi. In this paper, it was intended to summarize the main points of professional behavior and ethics among physicians. Due to the wide-ranging and comprehensive nature of the book, only a few pertinent topics were reviewed. Those topics include the necessity and concept of politeness; the behavior and commitment of physicians towards themselves, patients and society as well as the behavior of nurses, attendees and tips on how to train and examine medical and pharmacy students. Al-Ruhawi in this book, declares that the first necessity of medicine is the true faith and belief in God and the doctors are the guardians of the body and soul. Commitment to medical education, nurses and pharmacists’ role in the management process, physicians’ communication skills suggesting of learning other sciences such as philosophy and more important point, strong relationship of body and soul, are the strengths of Adab-al-Tabib that Ruhawi intended to improve quality of medical services by reviewing them.
Homa Sadeghi Avval Shahr,
Volume 17, Issue 0 (12-2024)
Abstract
Effective medical education requires the cultivation of essential professional attributes, including ethical reasoning, communication skills, empathy, and professionalism. Traditional teaching methods often fall short in adequately developing these crucial aspects. Reflection-based learning, with its emphasis on self-analysis and critical thinking, presents a promising pedagogical approach to address these limitations. This review study examined the literature on reflection in medical education. A comprehensive search of the Web of Science, PubMed, Scopus, and Google Scholar databases was conducted using keywords such as "education," "reflection," "professionalism," "professional behavior," and "medical students" from 2010 to 2024. Eighteen relevant articles were selected and analyzed for their type, focus, and conceptual implications. Different approaches to integrating reflection into professionalism education were then categorized and analyzed. The reviewed literature highlights a multifaceted approach to incorporating reflection into medical education. Key strategies include contextual reflection, linking reflections to specific clinical experiences; utilizing structured frameworks such as the Gibbs Cycle to guide the reflective process; fostering peer-to-peer learning through discussions, peer feedback, and mentorship; and seamlessly integrating reflection as an ongoing and assessed component of the medical curriculum. Findings suggest that an educational approach emphasizing practical application, experiential learning, and structured reflection opportunities can significantly enhance students' understanding of professional behavior. This approach is anticipated to lead to improvements in communication skills, ethical reasoning, empathy, and self-awareness, ultimately contributing to better patient care and a stronger medical workforce. Reflection-based learning offers a valuable strategy for developing professional competence in medical education. This approach necessitates the active integration of reflection into clinical learning activities, utilizing structured frameworks, and providing ample opportunities for peer and faculty support. Future research should rigorously investigate the impact of specific reflective activities on tangible improvements in clinical skills and behaviors.
Saeedeh Saeedi Tehrani,
Volume 17, Issue 0 (12-2024)
Abstract
Professionalism in medicine refers to adhering to principles and behaviors that uphold the dignity of patients and promote public welfare. In the digital age, maintaining these principles in cyberspace has become increasingly important, necessitating attention to ethical and legal considerations. Virtual platforms can enhance communication between doctors, patients, and the broader public, increase awareness, and facilitate educational processes. Additionally, these platforms offer opportunities for networking and the exchange of information among professionals. The rise of social media has significantly influenced professional interactions. Particularly in the post-COVID-19 era, individuals are increasingly turning to these platforms for health information. Studies reveal that the global number of internet users exceeds 3.7 billion, while in Iran, the figure surpasses 78 million. Furthermore, research highlights the significant impact of information shared by doctors on social media and other public platforms, as the public places substantial trust in this group and actively seeks accurate information from them. Ethical considerations are critical in guiding the online presence of medical professionals. This article examines professionalism in cyberspace and outlines the ethical requirements for medical professionals operating in this domain. Protecting patients' interests remains the primary obligation of professionals. Consequently, any behavior that undermines professional reputation or diminishes public trust is deemed unprofessional. Key ethical requirements for professionals in virtual spaces include:
- Respecting patient confidentiality and privacy.
- Upholding the good reputation of oneself and the medical profession.
- Avoiding defamatory behavior, rumors, or labeling.
- Demonstrating honesty in providing information.
- Acting responsibly and avoiding discriminatory attitudes.
- Refraining from disparaging the competence of other professionals in medical advertisements.
Adhering to these ethical standards is essential to maintaining public trust in the medical profession. Therefore, training, evaluating, and monitoring the behavior of professionals in cyberspace are particularly important for upholding and promoting professional and ethical standards.
Leila Afshar,
Volume 17, Issue 0 (12-2024)
Abstract
Evidence from national and international institutions highlights a significant clinical practice gap, including the failure to adhere to best evidence-based practices at the point of care. This issue is multifaceted, stemming from incomplete information, poor communication by practitioners—resulting in inadequate patient compliance and understanding—and various environmental or social factors. A significant portion of these shortcomings lies in areas commonly referred to as professional behavior and professional ethics. While considerable efforts have been directed toward knowledge translation and implementing best clinical evidence, equivalent attention must be given to integrating professionalism and professional ethics into continuing medical education (CME) or, more aptly, continuing professional development (CPD). These aspects, however, appear underemphasized or even neglected in many CPD programs. This article seeks to address the essential "musts" and "must-nots" for designing an effective CPD program that incorporates professionalism and professional ethics as foundational components.
