ASSESSING PROFESSIONALISM IN MEDICAL STUDENTS: THE ROLE OF SIMULATED LEARNING ENVIRONMENTS

Abstract

Professionalism is a fundamental competency in medical education, encompassing ethical decision-making, communication, empathy, accountability, and respect for patients and colleagues. While formal curricula highlight its importance, assessing professionalism remains challenging due to its subjective nature and hidden curricula influences. This study evaluates how professionalism is integrated into medical education and examines the perceived effectiveness of simulated learning environments, particularly OSCEs, in fostering and assessing professional behaviors. A mixed-methods approach was used, combining a literature review with survey data from undergraduate medical students. The survey explored perceptions of professionalism, its integration into education, and the effectiveness of assessment methods like OSCEs. Quantitative data were analyzed using descriptive statistics, while qualitative responses provided deeper insights. Results show that 78% of students believe professionalism is moderately to well-integrated into their education. OSCEs were considered "extremely" or "very" effective by 72% of respondents, especially in evaluating empathy and communication, though 43% expressed concerns about OSCEs’ ability to reflect real clinical behaviors. Simulated learning environments are vital for developing professionalism but should be complemented with real-life scenarios, longitudinal assessments, and reflective practices for a more comprehensive evaluation.