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

Abstract

Introduction: Professionalism is now widely accepted as an important graduate competence. However,
it is a challenging outcome to defne and assess. The aim of this sudy 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
checklis 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 Statisical 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 mos common method used for teaching of professionalism is: didactic
lectures followed by tutorials, seminars and role play. The mos 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 insruction and assessment methods should be used.