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SHORT COMMUNICATION
Year : 2022  |  Volume : 19  |  Issue : 1  |  Page : 105-106

Scope of Professionalism Mini-evaluation Exercise Tool in Teaching and Assessing Professionalism among Medical Students


1 Medical Education Unit Coordinator and Member of the Institute Research Council, Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Sri Balaji Vidyapeeth—Deemed to be University, Ammapettai, Nellikuppam, Chengalpet District, Tamil Nadu, India
2 Department of Community Medicine, Shri Sathya Sai Medical College & Research Institute, Sri Balaji Vidyapeeth—Deemed to be University, Ammapettai, Nellikuppam, Chengalpet District, Tamil Nadu, India

Date of Submission30-Dec-2021
Date of Acceptance24-Jan-2022
Date of Web Publication20-Apr-2022

Correspondence Address:
Saurabh RamBihariLal Shrivastava
Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Sri Balaji Vidyapeeth (SBV)—Deemed to be University, Thiruporur–Guduvancherry Main Road, Ammapettai, Nellikuppam, Chengalpet District 603108, Tamil Nadu
India
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/MJBL.MJBL_111_21

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  Abstract 

Medical professionalism refers to a set of values or behaviors, which eventually establishes the trust that the general population has on healthcare professionals. It will not be wrong to document that conventional assessment tools were not able to assess the complex domains of professionalism. Workplace-based assessment tools have been identified as the solution to assess professionalism among medical students during the routine clinical practice and accordingly multiple such tools have been tried under heterogeneous settings. The Professionalism Mini-Evaluation Exercise tool is an effective method to assess inter-professional skills, doctor-patient relationship, reflective abilities, and time management. In conclusion, medical professionalism plays a defining role in shaping the careers of medical students. It is the need of the hour to employ the professionalism mini-evaluation exercise tool in the field of medical education as both a learning and an assessment tool to inculcate the different aspects of professionalism among students.

Keywords: Medical education, professionalism mini-evaluation exercise, workplace-based assessment


How to cite this article:
Shrivastava SR, Shrivastava PS. Scope of Professionalism Mini-evaluation Exercise Tool in Teaching and Assessing Professionalism among Medical Students. Med J Babylon 2022;19:105-6

How to cite this URL:
Shrivastava SR, Shrivastava PS. Scope of Professionalism Mini-evaluation Exercise Tool in Teaching and Assessing Professionalism among Medical Students. Med J Babylon [serial online] 2022 [cited 2022 May 26];19:105-6. Available from: https://www.medjbabylon.org/text.asp?2022/19/1/105/343515




  Introduction Top


Medical professionalism refers to a set of values or behaviors, which eventually establishes the trust that the general population has on healthcare professionals. In fact, professionalism determines the nature of relationship between a doctor and their patients, the quality of care offered, and the outcomes of the illnesses. Professionalism in the field of medical education has been acknowledged as one of the core competencies across different regulatory bodies around the world.[1] Thus, it has been given immense importance in both undergraduate and postgraduate curriculum and hence it needs to be taught, and subsequently assessed to improve the quality of health care.


  Professionalism Top


Professionalism has been defined in a variety of ways and there is no standard definition, which has been accepted universally across different nations and cultures.[1],[2] In other words, professionalism is a multi-dimensional concept that comprises attributes in the attitude and conduct domains. However, in order to ensure that the medical students adopt a professional behavior in their careers, it becomes extremely crucial to nurture the same during their training period. As it has been said on multiple fronts, anything which has not been assessed is never taught and thus professionalism needs to be periodically assessed.[1],[2]


  Professionalism Mini-evaluation Exercise Top


It will not be wrong to document that conventional assessment tools were not able to assess the complex domains of professionalism.[2] Workplace-based assessment tools have been identified as the solution to assess professionalism among medical students during the routine clinical practice and accordingly multiple such tools have been tried under heterogeneous settings.[3] One of such tools was mini-clinical evaluation exercise, which was used to assess clinical skills of students and professionalism as a whole without giving adequate impetus on specific observational behaviors in realistic contexts that are associated with medical professionalism.[1],[2]

This led to the introduction of professionalism mini-evaluation exercise (P-MEX), which primarily covered assessment of inter-professional skills, doctor-patient relationship, reflective abilities, and time management.[2],[4] However, subsequent modifications have been made in the tool keeping in mind the cultural contexts in different settings and attributes of communication skills, empathy, decision-making skills, leadership skills, and ethics have been also assessed.[1],[4] Even though, the tool has been used in a small number of settings, the encouraging sign is that the tool has demonstrated good validity and reliability.[5] The tool can be used in any settings where the behavior of students can be observed (such as small-group sessions and ward encounters). The interactions using the tool are less time-consuming and permit assessment of students on multiple occasions.[2],[4]

It has been advocated that different faculty members should assess the students in a structured form and the assessment should be followed by feedback about the performance of the students (what was done well and what could have been done better).[1] The tool aids in the assessment of observable behaviors with the help of global rating or set of rubrics and promotes self-reflection. However, in order to ensure its successful implementation, we have to sensitize the faculty members and students about the scope of the tool and the ways in which it can advance learning.[4],[5] Further, the tool or the rating scale can also be validated with a set of subject experts and the entire process of assessment can be made more objective and beneficial.[2],[5]


  Conclusion Top


In conclusion, medical professionalism plays a defining role in shaping the careers of medical students. It is the need of the hour to employ the Professionalism Mini-Evaluation Exercise tool in the field of medical education both as a learning and an assessment tool to inculcate the different aspects of professionalism among students.

Financial support and sponsorship

Nil.

Conflicts of interest

There are no conflicts of interest.

Ethical approval

Not applicable.



 
  References Top

1.
Fong W, Kwan YH, Yoon S, Phang JK, Thumboo J, Leung YY, et al. Assessment of medical professionalism using the professionalism mini evaluation exercise (P-MEX) in a multi-ethnic society: A Delphi study. BMC Med Educ 2020;20:225.  Back to cited text no. 1
    
2.
Tsugawa Y, Tokuda Y, Ohbu S, Okubo T, Cruess R, Cruess S, et al. Professionalism mini-evaluation exercise for medical residents in Japan: A pilot study. Med Educ 2009;43:968-78.  Back to cited text no. 2
    
3.
Shrivastava SR, Shrivastava PS Utilization of work place-based assessment tools in medical education: Potential challenges and solutions. Res Dev Med Educ 2020;9:8.  Back to cited text no. 3
    
4.
Cruess R, McIlroy JH, Cruess S, Ginsburg S, Steinert Y The professionalism mini-evaluation exercise: A preliminary investigation. Acad Med 2006;81:S74-8.  Back to cited text no. 4
    
5.
Amirhajlou L, Bidari A, Alipour F, Yaseri M, Vaziri S, Rezai M, et al. Validity, reliability and acceptability of professionalism mini-evaluation exercise (P-Mex) for emergency medicine residency training. J Med Ethics Hist Med 2019;12:12.  Back to cited text no. 5
    




 

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