Evaluation of teaching of professionalism in undergraduate medical curricula – Sudan- Situational analysis

Inaam N. Mohamed, Zein A. Karrar


Introduction: Professionalism is now widely accepted as an important graduate competence. However, it is a challenging outcome to define and assess. The aim of this study is to evaluate the teaching of professionalism in undergraduate medical curricula in Sudan.

Methods: This is a descriptive, cross -sectional survey which included 39 medical schools in Sudan. A checklist based on Sudan Medical Council (SMC) generic guidelines on teaching and assessment of professionalism (2011) was used to evaluate the teaching of professionalism in Sudanese medical schools. Data was analyzed using Statistical Package of Social Sciences SPSS version 23.

Results: Fourteen (35.8%) of medical schools teach professionalism and allocate adequate time for teaching as recommended by SMC guides, while seven (17.9%) had no formal teaching. Ten medical
schools (25.6%) teach only medical ethics. Three (1.5%) medical schools addressed all objectives and concepts of professionalism. The most common method used for teaching of professionalism is: didactic
lectures followed by tutorials, seminars and role play. The most common method used for assessment is MCQs/EMQs, followed by case scenario and OSCE.

Conclusions and Recommendations: SMC generic guidance on teaching of professionalism is partially and selectively implemented. There is a need to implement courses on professionalism that encompass the
wider concept of professionalism with suitable placement within the curriculum and adequate credit hours. More valid instruction and assessment methods should be used.

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