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Learning health professionalism at Makerere University: an exploratory study amongst undergraduate students

机译：在马克雷雷大学学习健康专业知识：本科生的探索性研究

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Background Anecdotal evidence shows that unprofessional conduct is becoming a common occurrence amongst health workers in Uganda. The development of appropriate professional values, attitudes and behaviors is a continuum that starts when a student joins a health professional training institution and as such health professionals in training need to be exposed to the essence of professionalism. We sought to explore undergraduate health professions students' perceptions and experiences of learning professionalism as a preliminary step in addressing the problem of unprofessional conduct amongst health workers in Uganda. Methods Eight focus group discussions were conducted with 49 first to fifth year health professions undergraduate students of the 2008/2009 academic year at Makerere University College of Health Sciences. The focus group discussions were recorded and transcribed, and were analyzed using content analysis with emergent coding. Results The difference in the way first and fifth year students of Makerere University College of Health Sciences conceptualized professionalism was suggestive of the decline in attitude that occurs during medical education. The formal curriculum was described as being inadequate while the hidden and informal curricula were found to play a critical role in learning professionalism. Students identified role models as being essential to the development of professionalism and emphasized the need for appropriate role modeling. In our setting, resource constraints present an important, additional challenge to learning universal standards of health professionalism. Furthermore, students described practices that reflect the cultural concept of communalism, which conflicts with the universally accepted standard of individual medical confidentiality. The students questioned the universal applicability of internationally accepted standards of professionalism. Conclusions The findings call for a review of the formal professionalism curriculum at Makerere University College of Health Sciences to make it more comprehensive and to meet the needs expressed by the students. Role models need capacity building in professionalism as health professionals and as educators. In our setting, resource constraints present an additional challenge to learning universal standards of health professionalism. There is need for further research and discourse on education in health professionalism in the Sub-Saharan context of resource constraints and cultural challenges.
机译：背景轶事证据表明，在乌干达，医务人员的不正当行为正日益普遍。适当的专业价值观，态度和行为的发展是一个连续的过程，始于学生加入健康专业培训机构，因此，接受培训的健康专业人士需要暴露于专业精神的本质。我们试图探索本科生医疗专业学生对专业知识的看法和经验，以此作为解决乌干达医务人员不专业行为问题的第一步。方法2008/2009学年，在马凯雷雷大学健康科学学院对49位一年级至五年级健康专业本科生进行了八次焦点小组讨论。记录并记录焦点小组的讨论，并使用带有紧急编码的内容分析进行分析。结果Makerere大学卫生科学学院的一年级和五年级学生在概念化专业上的方式有所不同，这表明医学教育期间态度的下降。正规课程被描述为不充分的，而隐藏的和非正式的课程被发现在学习专业性方面起着至关重要的作用。学生认为榜样对专业发展至关重要，并强调需要适当的榜样。在我们的环境中，资源限制给学习卫生专业人员普遍标准提供了重要的额外挑战。此外，学生们描述了反映共产主义文化概念的做法，这与普遍接受的个人医疗保密标准相冲突。学生们质疑国际公认的专业标准的普遍适用性。结论研究结果要求对马凯雷雷大学卫生科学学院的正式专业课程进行审查，以使其更加全面并满足学生表达的需求。榜样需要作为卫生专业人员和教育工作者的专业能力建设。在我们的环境中，资源限制给学习卫生专业通用标准带来了额外的挑战。在资源有限和文化挑战的情况下，有必要对撒哈拉以南地区卫生专业化教育进行进一步的研究和讨论。

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