Abstract
Objective: This study aimed to assess the knowledge, attitudes, and behaviours related to medical professionalism among fifth-year medical students by using three assessment tools aligned with different competency levels in Miller’s Pyramid and to analyse correlations among these assessment approaches.
Methods: A descriptive cross-sectional study was conducted among 401 fifth-year medical students at Hue University of Medicine and Pharmacy. Three tools were used: (1) the Penn State College of Medicine Professionalism Questionnaire (PSCOM), (2) Barry’s scenario-based questionnaire, and (3) an Objective Structured Clinical Examination (OSCE) evaluating communication and professionalism using standardised patients. Data were analysed using t-tests and Pearson correlation coefficients.
Results: The average scores (converted to a 100-point scale) were: PSCOM 81.3, Barry’s scenario-based questionnaire 45.5, and OSCE 79.0 (p<0.001). There were significant positive correlations between PSCOM and Barry’s scenario-based questionnaire (r=0.12; p<0.05) and between PSCOM and the OSCE score (r=0.16; p<0.01).
Conclusion: Assessment of medical professionalism should adopt a multidimensional, multi-method approach to comprehensively and objectively reflect learners’ competencies. It should also support a progressive evaluation process aligned with the advancing stages of professionalism training in medical education.
| Published | 2025-05-09 | |
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| Issue | Vol. 15 No. 2 (2025) | |
| Section | Original Articles | |
| DOI | 10.34071/jmp.2025.2.22 | |
| Keywords | medical professionalism, assessment methods, self-reflection, scenario-based evaluation, OSCE, medical education |
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright (c) 2025 Hue Journal of Medicine and Pharmacy
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