Development, validation and evaluation of medical education e-professionalim (MEeP) framework
One can argue that the true intention of medical education is to produce virtuous and humanistic healthcare professionals who demonstrate perseverance and professional integrity. However, today's medicine has witnessed a substantial change in the both the behaviour and performance of healthc...
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| Main Author: | |
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| Format: | Thesis |
| Language: | English |
| Published: |
2023
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| Subjects: | |
| Online Access: | http://eprints.usm.my/59963/1/SHAISTA%20SALMAN-FINAL%20THESIS%20P-UD001319%28R%29-E.pdf |
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| Summary: | One can argue that the true intention of medical education is to produce
virtuous and humanistic healthcare professionals who demonstrate perseverance and
professional integrity. However, today's medicine has witnessed a substantial change
in the both the behaviour and performance of healthcare persons, particularly those in
medical practice. Professional bodies produce guidance for good professional
behaviour. However, professional demeanour and conduct have changed with digital
platforms such as Social Networking Sites (SNS). Such a paradigm shift has
challenged the medical professional's values, behaviours, and identities, thus blurring
the distinct lines between personal and professional lives. E-professionalism, a new
emerging construct, was developed to attenuate and align standard professional
behaviours in the digital realm. There was, however, a gap in how to change the digital
professional behaviours of healthcare professionals while working online sharing
information on SNS. This led to developing my PhD proposal to produce an essential
framework to curtail the escalating number of unprofessional incidents. This research
aimed to develop, validate and evaluate a framework to clarify the meaning of eprofessionalism
and to guide and improve behaviours while sharing on SNS. Using a
pragmatic approach, I devised a sequential mixed methods approach. This multiphased
research was conducted during 2019-2021 using a range of study designs,
sampling techniques, data collection and analysis strategies. This included literature
reviews, data curation, online surveys, e-Delphi, expert validation and educational
intervention. Using the Theory of Planned Behaviour (TPB) as a theoretical underpinning, I evaluated the MEeP framework against Kirkpatrick's model with the
help of a pre-post workshop design on undergraduate medical students from three
different institutions. An inductive-deductive and abductive approach was used for the
qualitative data analysis as per the various phases of the research. On the other hand,
quantitative data was dealt with using SPSS 22 by performing descriptive and pathway
analysis. Phase I part of the study, the systematic review of 44-studies showed that the
concept of e-professionalism was defined but the guidance on how to behave
professionally in the digital realm was absent. A multi-construct Mission-based
Medical Education e-Professionalism (MEeP) framework comprising of values,
behaviour and identity constructs was developed using a pluralist approach and
triangulating the data from the systematic review (44 studies), survey responses
(n=381) and Delphi experts (n=15) findings while implying a convergent parallel
design. In Phase II, I validated the MEeP regarding content and face validity using a
modified six-step approach where six experts attributed and highlighted its
resemblance with the emotional intelligence paradigm. Finally, in Phase III I evaluated
the MEeP framework (n=59) was evaluated using equal status QUAL_QUAN
strategy. Using the methodological and data triangulation, both qualitative and
quantitative findings synergistically revealed that mission improved the desired
attributes in medical professionals' value, behaviour and identity domains. The newly
developed MEeP framework holds great promise in fortifying the digital professional
behaviours of healthcare professionals. The framework has been shown to change and
guide online professional behaviours. |
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