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Is it possible to introduce an interview to the Korean Medical Licensing Examination to assess professional attributes?: a survey-based observational study  
Seung-Joo Na, HyeRin Roh, Kyung Hee Chun, Kyung Hye Park, Do-Hwan Kim
J Educ Eval Health Prof. 2022;19:10.   Published online May 10, 2022
DOI: https://doi.org/10.3352/jeehp.2022.19.10
  • 2,921 View
  • 285 Download
AbstractAbstract PDFSupplementary Material
Purpose
This study aimsed to gather opinions from medical educators on the possibility of introducing an interview to the Korean Medical Licensing Examination (KMLE) to assess professional attributes. Specifically following topics were dealt with: the appropriate timing and tool to assess unprofessional conduct; ; the possiblity of prevention of unprofessional conduct by introducing an interview to the KMLE; and the possibility of implementation of an interview to the KMLE.
Methods
A cross-sectional study approach based on a survey questionnaire was adopted. We analyzed 104 pieces of news about doctors’ unprofessional conduct to determine the deficient professional attributes. We derived 24 items of unprofessional conduct and developed the questionnaire and surveyed 250 members of the Korean Society of Medical Education 2 times. Descriptive statistics, cross-tabulation analysis, and Fisher’s exact test were applied to the responses. The answers to the open-ended questions were analyzed using conventional content analysis.
Results
In the survey, 49 members (19.6%) responded. Out of 49, 24 (49.5%) responded in the 2nd survey. To assess unprofessional conduct, there was no dominant timing among basic medical education (BME), KMLE, and continuing professional development (CPD). There was no overwhelming assessment tool among written examination, objective structured clinical examination, practice observation, and interview. Response rates of “impossible” (49.0%) and “possible” (42.9%) suggested an interview of the KMLE prevented unprofessional conduct. In terms of implementation, “impossible” (50.0%) was selected more often than “possible” (33.3%).
Conclusion
Professional attributes should be assessed by various tools over the period from BME to CPD. Hence, it may be impossible to introduce an interview to assess professional attributes to the KMLE, and a system is needed such as self-regulation by the professional body rather than licensing examination.
Definition of character for medical education based on expert opinions in Korea  
Yera Hur
J Educ Eval Health Prof. 2021;18:26.   Published online September 29, 2021
DOI: https://doi.org/10.3352/jeehp.2021.18.26
  • 4,773 View
  • 239 Download
  • 3 Web of Science
  • 3 Crossref
AbstractAbstract PDFSupplementary Material
Purpose
This follow-up study focused on 3 overarching questions: what keywords can be extracted from experts’ definitions of character?; what is the operational definition of character for medical students?; and what possible solutions can be suggested to address the issues of character education that were identified in the previous study?
Methods
Sixty-three medical education experts recruited through expert sampling and 19 non-medical education experts recruited through snowball sampling answered a questionnaire that addressed the 3 major questions of the study. The responses were analyzed for descriptive statistics with supplementary keyword extraction tools, including the Cortical and Monkey keyword extractors.
Results
A total of 93 definitional statements were counted, and 138 keyword terms were extracted. The top 5 keyword terms mentioned by the medical education experts were “patient”, “empathy”, “qualities”, “attitude”, and “ability”. These keyword terms were quite different from those mentioned by the non-medical education experts. Based on the extracted keywords, an operational definition of character education by the medical education expert group was presented as follows: the basic qualities and ability to empathize with patients affected by illness based on respect for patients and others. Various methods were proposed to solve the issue of character education, and many of them pointed to curriculum development, such as improvements in teaching and learning methods and evaluation methods, including role modeling.
Conclusion
A clear statement of the concept of character education is the start to resolve issues of character education. Character education improvements will be possible at the institutional level according to the above results.

Citations

Citations to this article as recorded by  
  • Development of a character qualities test for medical students in Korea using polytomous item response theory and factor analysis: a preliminary scale development study
    Yera Hur, Dong Gi Seo
    Journal of Educational Evaluation for Health Professions.2023; 20: 20.     CrossRef
  • Medical students’ self-evaluation of character, and method of character education
    Yera Hur, Sanghee Yeo, Keumho Lee
    BMC Medical Education.2022;[Epub]     CrossRef
  • The role of mentoring, supervision, coaching, teaching and instruction on professional identity formation: a systematic scoping review
    Rachelle Qi En Toh, Kai Kee Koh, Jun Kiat Lua, Ruth Si Man Wong, Elaine Li Ying Quah, Aiswarya Panda, Chong Yao Ho, Nicole-Ann Lim, Yun Ting Ong, Keith Zi Yuan Chua, Victoria Wen Wei Ng, Sabine Lauren Chyi Hui Wong, Luke Yu Xuan Yeo, Sin Yee See, Jolene J
    BMC Medical Education.2022;[Epub]     CrossRef
Definition of professionalism and tools for assessing professionalism in pharmacy practice: a systematic review  
Huda Dubbai, Barbara-Ann Adelstein, Silas Taylor, Boaz Shulruf
J Educ Eval Health Prof. 2019;16:22.   Published online August 21, 2019
DOI: https://doi.org/10.3352/jeehp.2019.16.22
  • 18,025 View
  • 433 Download
  • 20 Web of Science
  • 16 Crossref
AbstractAbstract PDFSupplementary Material
Purpose
In contemporary pharmacy, the role of pharmacists has become more multifaceted, as they now handle a wider range of tasks and take more responsibility for providing patient care than 20 years ago. This evolution in pharmacists’ responsibilities has been accompanied by the need for pharmacists to display high-quality patient-centred care and counselling, and to demonstrate professionalism, which now needs to be taught and assessed as part of pharmacy education and practice. This study aimed at identifying definitions of professionalism in pharmacy practice and critically evaluating published instruments for assessing professionalism in pharmacy practice.
Methods
We searched the medical literature listed in Scopus, MEDLINE, and PsycINFO databases from 1 January 2000 to 31 December 2018. All papers meeting our selection criteria were reviewed and summarised into a clear review of professionalism requirements in pharmacy practice. Details of the instruments measuring professionalism were reviewed in detail.
Results
There is no accepted simple definition of professionalism, although we identified several theoretical and policy frameworks required for professional pharmaceutical practice. We identified 4 instruments (the Behavioural Professionalism Assessment Instrument, Lerkiatbundit’s instrument, the Pharmacy Professionalism Instrument, and the Professionalism Assessment Tool that build on these frameworks and measure professional practice in pharmacy students. These were found to be reliable and valid, but had only been used and tested in student populations.
Conclusion
Given the increasingly broad role of community pharmacists, there is a need for assessments of professionalism in practice. Professionalism is a complex concept that is challenging to measure because it has no standardised definition and the existing literature related to the topic is limited. Currently available instruments focus on measuring the development of the elements of professionalism among pharmacy students, rather than pharmacists.

Citations

Citations to this article as recorded by  
  • Integrating professional identity formation into experiential pharmacy education and training
    Lisa M Richter, Mate M Soric, Michelle L Hilaire, Nancy E Kawahara, Nathaniel Eraikhuemen
    American Journal of Health-System Pharmacy.2024; 81(1): e49.     CrossRef
  • Perceptions of formal pharmacy leadership on the social role of the profession and its historical evolution: A qualitative study
    Fernando de Castro Araújo-Neto, Aline Santana Dosea, Francielly Lima da Fonseca, Thaís Maria Araújo Tavares, Douglas de Menezes Santos, Déborah Mônica Machado Pimentel, Alessandra Rezende Mesquita, Divaldo Pereira de Lyra Jr
    Exploratory Research in Clinical and Social Pharmacy.2024; 13: 100405.     CrossRef
  • Dress codes written for dietetics education programs: A Foucauldian discourse analysis
    Michele A “Shelly” DeBiasse, Shannon M Peters, Baderha Bujiriri
    Feminism & Psychology.2023; 33(2): 276.     CrossRef
  • Preceptor Perceptions of Pharmacy Student Performance Before and After a Curriculum Transformation
    Catherine A. Forrester, Da Sol Lee, Ethel Hon, Kai Ying Lim, Tina P. Brock, Daniel T. Malone, Simon G. Furletti, Kayley M. Lyons
    American Journal of Pharmaceutical Education.2023; 87(2): ajpe8575.     CrossRef
  • Physicians’ professionalism from the patients’ perspective: a qualitative study at a single-family practice in Saudi Arabia
    Eiad AlFaris, Farhana Irfan, Noura Abouammoh, Nasriah Zakaria, Abdullah MA Ahmed, Omar Kasule, Dina M Aldosari, Nora A AlSahli, Mohammed Ghatar Alshibani, Gominda Ponnamperuma
    BMC Medical Ethics.2023;[Epub]     CrossRef
  • Behaviours that contribute to pharmacist professionalism: a scoping review
    Deanna Mill, Amy Theresa Page, Jacinta Johnson, Renae Lloyd, Sandra Salter, Kenneth Lee, Liza Seubert, Rhonda Marise Clifford, Danielle D’Lima
    BMJ Open.2023; 13(6): e070265.     CrossRef
  • Estamos preparando os futuros médicos para atendimentos de situações de violência com enfoque em gênero e em sexualidades não heterossexuais? Relato de uma “experiência” educacional diagnóstica
    Beatriz Angélica Cruz, Ana Flávia Azevedo Querichelli, Lucas Uback, Alba Regina de Abreu Lima, Júlio César André
    Interface - Comunicação, Saúde, Educação.2023;[Epub]     CrossRef
  • Are we preparing future doctors for assistance in situations of violence with a focus on gender and non-heterosexual sexualities? Report of a diagnostic educational “experience”
    Beatriz Angélica Cruz, Ana Flávia Azevedo Querichelli, Lucas Uback, Alba Regina de Abreu Lima, Júlio César André
    Interface - Comunicação, Saúde, Educação.2023;[Epub]     CrossRef
  • Cross-cultural adaptation and psychometric evaluation of the “Modification of Hall’s professionalism scale for use with pharmacists”
    Fernando de Castro Araújo Neto, Thaís Maria Araújo Tavares, Douglas de Menezes Santos, Francielly Lima da Fonseca, Dyego Carlos Souza Anacleto de Araújo, Alessandra Rezende Mesquita, Divaldo Pereira de Lyra
    BMC Medical Education.2023;[Epub]     CrossRef
  • Professional tress code: I look like a pharmacist
    Natalie Rosario, Joshua Wollen
    Journal of the American Pharmacists Association.2022; 62(2): 424.     CrossRef
  • Exploration of changes in pharmacy students’ perceptions of and attitudes towards professionalism: outcome of a community pharmacy experiential learning programme in Taiwan
    Yen-Ming Huang, Hsun-Yu Chan, Ping-Ing Lee, Yun-Wen Tang, Ta-Wei Chiou, Karin C.S. Chen Liu, Yunn-Fang Ho
    BMC Medical Education.2022;[Epub]     CrossRef
  • Medical students’ self-evaluation of character, and method of character education
    Yera Hur, Sanghee Yeo, Keumho Lee
    BMC Medical Education.2022;[Epub]     CrossRef
  • Professionalism development and assessment in the pre-registration pharmacist placement in England: transformative moments and maturation periods
    Helen Ireland, Julie Sowter, Rebecca O’Rourke
    International Journal of Pharmacy Practice.2022; 30(4): 367.     CrossRef
  • Tatted not tattered
    Natalie Rosario, Joshua Wollen
    Journal of the American Pharmacists Association.2022; 62(5): 1538.     CrossRef
  • Evaluation of an Instrument to Assess Students’ Personal and Professional Development During the Faculty Advising Process
    Justine S. Gortney, Minakshi Lahiri, Chris Giuliano, Heba Saleem, Mehvish Khan, Francine Salinitri, Richard Lucarotti
    American Journal of Pharmaceutical Education.2021; 85(3): 8201.     CrossRef
  • Pharmacists’ clinical knowledge and practice in the safe use of contraceptives: real knowledge vs. self-perception and the implications
    Ana Golić Jelić, Ljiljana Tasić, Ranko Škrbić, Valentina Marinković, Svjetlana Stoisavljević Šatara, Nataša Stojaković, Vanda Marković Peković, Brian Godman
    BMC Medical Education.2021;[Epub]     CrossRef
The job competency of radiological technologists in Korea based on specialists opinion and questionnaire survey  
Chang-Seon Lim, Yang-Sub Lee, Yong-Dae Lee, Hyun-Soo Kim, Gye-Hwan Jin, Seong-Youl Choi, Yera Hur
J Educ Eval Health Prof. 2017;14:9.   Published online May 11, 2017
DOI: https://doi.org/10.3352/jeehp.2017.14.9
  • 35,536 View
  • 313 Download
  • 2 Web of Science
  • 2 Crossref
AbstractAbstract PDF
Purpose
Although there are over 40,000 licensed radiological technologists (RTs) in Korea, job competency standards have yet to be defined. This study aims to clarify the job competency of Korean RTs. Methods: A task force team of 11 professional RTs were recruited in order to analyze the job competency of domestic and international RTs. A draft for the job competency of Korean RTs was prepared. A survey was then conducted sampling RTs and the attitudes of their competencies were recorded from May 21 to July 30, 2016. Results: We identified five modules of professionalism, patient management, health and safety, operation of equipment, and procedure management and 131 detailed job competencies for RTs in Korea. “Health and safety” had the highest average score and “professionalism” had the lowest average score for both job performance and importance. The content validity ratios for the 131 subcompetencies were mostly valid. Conclusion: Establishment of standard guidelines for RT job competency for multidisciplinary healthcare at medical institutions may be possible based on our results, which will help educators of RT training institutions to clarify their training and education.

Citations

Citations to this article as recorded by  
  • Digital skills of therapeutic radiographers/radiation therapists – Document analysis for a European educational curriculum
    B. Barbosa, I. Bravo, C. Oliveira, L. Antunes, J.G. Couto, S. McFadden, C. Hughes, P. McClure, A.G. Dias
    Radiography.2022; 28(4): 955.     CrossRef
  • Stakeholder Engagement in Competency Framework Development in Health Professions: A Systematic Review
    Breanna Lepre, Claire Palermo, Kylie J. Mansfield, Eleanor J. Beck
    Frontiers in Medicine.2021;[Epub]     CrossRef
Research Article
Construct validity test of evaluation tool for professional behaviors of entry-level occupational therapy students in the United States  
Hon K. Yuen, Andres Azuero, Kaitlin W. Lackey, Nicole S. Brown, Sangita Shrestha
J Educ Eval Health Prof. 2016;13:22.   Published online June 1, 2016
DOI: https://doi.org/10.3352/jeehp.2016.13.22
  • 31,899 View
  • 297 Download
  • 3 Web of Science
  • 4 Crossref
AbstractAbstract PDF
Purpose
This study aimed to test the construct validity of an instrument to measure student professional behaviors in entry-level occupational therapy (OT) students in the academic setting. Methods: A total of 718 students from 37 OT programs across the United States answered a self-assessment survey of professional behavior that we developed. The survey consisted of ranking 28 attributes, each on a 5-point Likert scale. A split-sample approach was used for exploratory and then confirmatory factor analysis. Results: A three-factor solution with nine items was extracted using exploratory factor analysis [EFA] (n=430, 60%). The factors were ‘Commitment to Learning’ (2 items), ‘Skills for Learning’ (4 items), and ‘Cultural Competence’ (3 items). Confirmatory factor analysis (CFA) on the validation split (n=288, 40%) indicated fair fit for this three-factor model (fit indices: CFI=0.96, RMSEA=0.06, and SRMR=0.05). Internal consistency reliability estimates of each factor and the instrument ranged from 0.63 to 0.79. Conclusion: Results of the CFA in a separate validation dataset provided robust measures of goodness-of-fit for the three-factor solution developed in the EFA, and indicated that the three-factor model fitted the data well enough. Therefore, we can conclude that this student professional behavior evaluation instrument is a structurally validated tool to measure professional behaviors reported by entry-level OT students. The internal consistency reliability of each individual factor and the whole instrument was considered to be adequate to good.

Citations

Citations to this article as recorded by  
  • Mesleki Davranış Anketinin Türkçe Geçerlilik ve Güvenilirliği
    Sinem KARS, Gökçen AKYÜREK, Gonca BUMİN
    Ergoterapi ve Rehabilitasyon Dergisi.2021; 8(3): 191.     CrossRef
  • Professional practice behaviour: Identification and validation of key indicators
    Diane E MacKenzie, Brenda K Merritt, Rebecca Holstead, Gordon E Sarty
    British Journal of Occupational Therapy.2020; 83(7): 432.     CrossRef
  • Assessment of Employability Skills: A Systematic Review of the Availability and Usage of Professional Behavior Assessment Instruments
    Christine A. McCallum, Leigh Murray, Michele Tilstra, Alexia Lairson
    Journal of Physical Therapy Education.2020; 34(3): 252.     CrossRef
  • What is interesting in the issue 2016 of Journal of Educational Evaluation for Health Professions?
    Yera Hur
    Journal of Educational Evaluation for Health Professions.2016; 13: 46.     CrossRef

JEEHP : Journal of Educational Evaluation for Health Professions