A preliminary survey of professionalism teaching practices in anatomy education among Indian Medical Colleges.
Professionalism and ethics have gained widespread recognition as competencies to be fulfilled, taught, and assessed within medical education. The role of the anatomy course in developed nations has evolved over time and now encompasses multiple domains, including knowledge, skills, and the inculcation of professionalism and ethics. The Medical Council of India recently recommended the integration of professionalism teaching in undergraduate medical curricula. The authors investigated whether the initial orientation lectures and instructions given by faculty at the outset of undergraduate medical anatomy courses throughout India served a "hidden curriculum" regarding professionalism practices, and whether these orientation messages could serve as an early exposure to medical professionalism and ethics for medical students. An online survey was carried out among 102 anatomy faculty members across India requesting details about specific professionalism protocols and instructions regarding behavior in the dissection hall that are routinely given to preclinical students, as well as the importance that they placed on professional behavior. It was found that most faculty members regularly instruct students regarding expected behavior during the anatomy course, including dissection practices. These instructions stress attributes of professionalism like humanism, accountability, and honesty. However, there needs to be a more concentrated effort by educators to prohibit such unprofessional practices like dissection hall photography, and better information is required regarding biomedical waste disposal. Despite the absence of clear guidelines for professionalism teaching in medical education in India, the existing framework of anatomy education provides an opportunity to introduce the concept of professionalism to the first-year medical student. This opportunity may provide an early foundation for designing a professionalism-integrated curriculum. Anat Sci Educ 10: 433-443. © 2017 American Association of Anatomists.
Department of Anatomy, Chennai Medical College Hospital and Research Centre, Irungalur, Tiruchirapalli, Tamil Nadu, India.
Ilavenil
I
Karunakaran
Department of General Medicine, Chennai Medical College Hospital and Research Centre, Irungalur, Tiruchirapalli, Tamil Nadu, India.
Ponniah
P
Thirumalaikolundusubramanian
Department of Anatomy, Chennai Medical College Hospital and Research Centre, Irungalur, Tiruchirapalli, Tamil Nadu, India.
Sheela Das
SD
Nalinakumari
D000328:Adult; D000715:Anatomy / Q000193:education*; D002102:Cadaver; D003479:Curriculum; D004210:Dissection / Q000193:education; D004504:Education, Medical, Undergraduate / Q000379:methods*; D004521:Educational Measurement / Q000379:methods; D005178:Faculty; D006801:Humans; D007194:India; D008875:Middle Aged; D000068616:Professionalism; D036301:Qualitative Research; D013337:Students, Medical; D011795:Surveys and Questionnaires; D013663:Teaching / Q000941:ethics*
anatomy teaching in India; gross anatomy education; medical curriculum; medical education; professionalism; undergraduate education