Academic Psychiatry 28:170-182, September 2004
© 2004 Academic Psychiatry
The Positive Role of Professionalism and Ethics Training in Medical Education: A Comparison of Medical Student and Resident Perspectives
Laura Weiss Roberts, M.D.,
Katherine A. Green Hammond, Ph.D.,
Cynthia M.A. Geppert, M.D., Ph.D. and
Teddy D. Warner, Ph.D.
Dr. Roberts is Professor and Chair, Department of Psychiatry and Behavioral Medicine, Medical College of Wisconsin, Milwaukee, Wisconsin. Dr. Roberts is also Editor-in-Chief of Academic Psychiatry. Dr. Green Hammond is with the Department of Family and Community Medicine, University of New Mexico School of Medicine, Albuquerque, New Mexico. Dr. Geppert is with the Department of Psychiatry, University of New Mexico School of Medicine, Albuquerque, New Mexico. Dr. Warner is with the Department of Family and Community Medicine, University of New Mexico School of Medicine, Albuquerque, New Mexico. Address correspondence to Dr. Roberts, Professor and Chair, Department of Psychiatry and Behavioral Medicine, Medical College of Wisconsin, 8701 Watertown Plank Rd., Milwaukee, WI 53226; RobertsL{at}mcw.edu (E-mail).
Manuscripts authored by an Editor of Academic Psychiatry or a member of its Editorial Board undergo the same editorial review process, including blinded peer review, applied to all manuscripts. Additionally, the Editor is recused from any editorial decision making.
ABSTRACT
Objective: To assess the perspectives and preferences of medical students and residents regarding professionalism and ethics education. Methods: A new written survey with 124 items (scale: "strongly disagree" = 1, "strongly agree" = 9) was sent to all medical students (n=308) and PGY 1-3 residents (n=233) at one academic center. Results: Of the 336 participants (200 students, 65% response; 136 residents 58% response), only 18% found current professionalism and ethics preparation sufficient. Respondents endorsed professionalism (means=7.48 to 8.11) and ethics topics (means=6.56 to 6.87), women more so than men (p<0.05). Respondents preferred clinically- and expert-oriented learning over formal, nontraditional, or independent approaches (p<0.0001). They preferred clinically-oriented assessment methods (p<0.0001), residents more so than medical students (p<0.0001). On several items, psychiatry residents expressed greater receptiveness to professionalism and ethics preparation. Conclusions: Medical students and residents indicate support for professionalism and ethics educational initiatives, including diverse curricular topics and clinically-attuned assessments.
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