Professionalism and Ethics in Medical and Dental Education: A Survey of Student Perceptions and Experiences.

Background: Professionalism and ethical behavior are critical components of medical practice, yet gaps in ethical education among medical students remain a concern. This study addresses the need to assess perceptions and experiences regarding professionalism among medical students.

Objective: This study aims to evaluate medical students' awareness, perceptions, and experiences related to professionalism and ethical practices.

Methodology: A cross-sectional study was conducted using stratified random sampling across seven medical institutions (both public and private). A structured, self-administered questionnaire was distributed to 815 Bachelor of Medicine and Bachelor of Surgery (MBBS) and Bachelor of Dental Surgery (BDS) students, yielding a response rate of approximately 90%. Data analysis involved IBM SPSS Statistics for Windows, Version 27 (Released 2020; IBM Corp., Armonk, New York, United States), using descriptive statistics, Mann-Whitney U, and Chi-square tests.

Results: The sample comprised predominantly young adults (67.4% aged 20-22), with more females (64%) than males (36%). While 94% of participants were familiar with professional ethics, only 40% had completed a formal course in medical ethics, and 26.1% had received additional professional ethics training. A majority (59.3%) engaged in self-directed study on professionalism. Regarding unprofessional behavior, 61% observed a lack of medical dignity, 48.5% witnessed disrespect for cultural differences, and 48.5% noticed the failure to introduce oneself. Other observed unprofessional behaviors included performing procedures without supervision (50.3%) and unprofessional behavior in hospital corridors (46.5%). Eating or drinking in hospital hallways was observed by 43.8% of participants. These findings reveal a high awareness of professionalism and medical ethics, although unprofessional behavior remains common in healthcare settings. Gender differences were significant for training and self-directed ethics study (p < 0.05). The instrument used for the study demonstrated good reliability (Cronbach's alpha = 0.82).

Conclusion: There is a critical need for integrating comprehensive ethics training into medical education to address observed gaps and improve professional conduct among future healthcare providers. The findings underscore the urgent need for integrating comprehensive ethics training into medical education. Addressing observed gaps in ethical understanding and behavior could inform curriculum development and foster professionalism among future healthcare providers. Such enhancements may ultimately improve the quality of patient care and strengthen public trust in the healthcare system.