Document Type : Original Article
Authors
School of Psychiatry, Institute of Medicine, Suranaree University of Technology, Nakhon Ratchasima, Thailand
10.22062/sdme.2025.201243.1584
Abstract
Background: Medical professionalism is crucial in the practice of medicine. Managing medical professionalism presents challenges to ensure that medical students develop a comprehensive sense of professionalism.
Objectives: This research aimed to compare pretest and posttest scores of medical professionalism among students who were randomly assigned to one of three instructional approaches—lecture-based learning, reflection-based learning, and active learning—and to evaluate the relative effectiveness of these methods in promoting professionalism.
Methods: The study was conducted among 36 fourth-year medical students enrolled in a psychiatry course during the 2023 academic year. Three teaching modalities were implemented: (1) lecture-based learning, (2) reflection-based learning using the film Patch Adams, and (3) active learning integrating reflection, role modeling, and case-based scenarios. Medical professionalism was assessed using the Medical Professionalism Scale (MPS), which evaluates six dimensions: altruism, accountability, excellence, duty, honor and integrity, and respect for others.
Results: No statistically significant pretest–posttest differences were found in the Lecture-based and Reflection-based learning groups. In contrast, the active learning approach produced significant posttest improvements in four key dimensions—Altruism, Accountability, Duty, and Respect for Others (p < 0.05)—with medium-to-large effect sizes. These gains were independent of students’ baseline professionalism, indicating that active learning facilitated professional development regardless of initial competency levels.
Conclusion: An integrated active learning model combining reflection, role modeling, and scenario-based discussion effectively enhances professionalism in psychiatry education. It should be selectively applied to courses emphasizing ethics, empathy, and patient-centered care, with continuous evaluation to sustain professional identity.
Highlights
Areerat Siripongpan: (Google Scholar) (PubMed)
Karunpong Phattaramarut: (Google Scholar) (PubMed)
Keywords
