Year: 2025 | Month: December | Volume: 15 | Issue: 12 | Pages: 130-135
DOI: https://doi.org/10.52403/ijhsr.20251217
Introduction of Professionalism in Medical Undergraduate Students at Government Medical College of Central India
Archana Dhotre1, Sarika Munghate2, Komal Meshram3, Vinita Belsare4
1Professor, Department of Biochemistry, GMC, Nagpur
2Associate Professor, Department of Biochemistry, GMC, Nagpur
3Assistant Professor, Department of Biochemistry, GMC, Nagpur
4Professor and Head, Department of Biochemistry, GMC, Nagpur
Corresponding Author: Komal Meshram
ABSTRACT
INTRODUCTION: Professionalism is a fundamental competency for medical graduates mandated by Medical Council of India, reflecting the ethical values, behaviours, and responsibilities expected of future physicians. A rise in reports of misconduct and ethical lapses underscores the need for formal professionalism training in medical curricula. This study aimed to assess baseline knowledge of professionalism among second-year MBBS students, sensitize them through structured teaching and evaluate the post-intervention change in their understanding and perceptions.
MATERIAL & METHODS: An interventional study was conducted over six months among 96 second-year MBBS students. A validated questionnaire containing 12 open-ended questions (maximum score: 46) was used to assess baseline knowledge through a pre-test. Students were then sensitized using lectures, PowerPoint presentations, and role-play sessions. A post-test using the same questionnaire measured the knowledge gained. Mean pre- and post-test scores were compared using a paired t-test, and percentage improvement was calculated for various components of professionalism.
RESULTS: The mean score increased significantly from 5.09 (±2.32) to 29.66 (±9.84) following the intervention (t=27.18, p<0.0001). Component-wise improvements were observed in understanding professionalism and its attributes (94.36%), hidden curriculum and patient confidentiality (86.31%), students’ role in addressing unprofessional behaviour (76.65%), and attributes of good professional behaviour (66.11%). The overall improvement was 82.07%.
DISCUSSION: The intervention demonstrated that professionalism can be effectively taught using interactive methods such as lectures and role-play. Improved scores highlight the value of early structured training in shaping ethical and professional attitudes and hence should be incorporated systematically into the curriculum.
Key words: Medical professionalism, MBBS students, ethics education, knowledge assessment, undergraduate curriculum.