LEARNING ABILITIES COMMUNICATION RESPONSIBILITY INTERPERSONAL RELATIONSHIPS Identiﬁcation of areas of learning Clear expression Attendance at tutorial session Contribution to organizing discussion Self-learning methodology Comprehensible information Attendance Leadership Acquiring knowledge Communication needs Altruism Acquiring skills Fluency Punctuality Reflection on specific situations Knowing how to express yourself Punctuality Respect Respect Use of prior Knowledge Contribution to clarity Searching areas of knowledge Do not have prejudices Sufficient scientific knowledge Not mentioned Spending time Assessment of others’ ideas Aim of service Tact Preparation of study plan Active listening Individual and social responsibility Respecting patient autonomy & dignity Not mentioned Learning to listen Towards profession, society & yourself Respecting differences Communication with colleagues Service to citizens Respecting others Critical Analysis Identifying elements of communication Social responsibility Critical analysis Constructive criticism Finding the truth Relevant comments Comprehension of subject areas Not mentioned Being critical Not mentioned Not mentioned Ability to analyze Cooperative behavior Summarizing information Correct weaknesses Adaptability Contribution to group learning Reporting Effort Companionship Not mentioned Communication skills for teaching (JP) Honesty Flexibility Accepts external criticism Honesty Collaborative behavior Will improve competition Solidarity Honesty Empathy Negotiation between adults and autonomy Altruism Availability Evaluating PBL sessions: What do experts propose? Carme Carrion 1,2 , Mònica Soler 3 , Marta Aymerich 1,2 1 TransLab Research Group, Department of Medical Sciences, School of Medicine, University of Girona, Catalonia 2 Fundació UdG Medicina, Catalonia. 3 Medical Education Unit, University of Girona, Catalonia CONTENT: Problem-based learning (PBL) is the main strategy used on the curriculum of the University of Girona’s medical degree, comprising more than 60% of each educational module. It focuses not only on evaluating medical knowledge and skills, but also on appraisal of students’ learning and teamwork abilities, communication skills and sense of responsibility, that is, professional values and attitudes, often referred to as professionalism. The aim of this study was to analyze experts’ opinion about which concrete items should be considered when evaluating PBL sessions. Contact: [email protected] METHODS: Open-ended individual not-anonymous semi-structured questionnaire asking about possible items related to four main professionalism dimensions (learning abilities, communication, responsibility and interpersonal relationships) were sent to seven medical education experts. Data were coded and analyzed by three independent researchers, who through discussion identified and grouped experts’ proposals as well as matched them to the items of the University of Girona Medical School questionnaire to evaluate professionalism. RESULTS: A qualitative analysis of the experts’ opinions revealed 20 items which are considered relevant in evaluating professional training of medical students, classified in the 4 proposed dimensions, being responsibility and interpersonal relationships the ones with most items considered. CONCLUSIONS: Not only medical knowledge and skills should be developed and evaluated in medical training, but also commitment to a set of professional values. Aspects such as: honesty, integrity, empathy, compassion, reliability, commitment or sensitivity, between others, should also be included in a questionnaire used to evaluate students’ professionalism values and attitudes during PBL sessions.

LEARNING ABILITIES COMMUNICATIONRESPONSIBILITYINTERPERSONAL RELATIONSHIPS Identification of areas of learningClear expressionAttendance at tutorial sessionContribution

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LEARNING ABILITIES COMMUNICATION RESPONSIBILITY INTERPERSONAL RELATIONSHIPS

Identification of areas of learning Clear expression Attendance at tutorial session Contribution to organizing discussionSelf-learning methodology Comprehensible information Attendance LeadershipAcquiring knowledge Communication needs AltruismAcquiring skills Fluency PunctualityReflection on specific situations Knowing how to express yourself Punctuality Respect

Respect Use of prior Knowledge Contribution to clarity Searching areas of knowledge Do not have prejudicesSufficient scientific knowledge Not mentioned Spending time Assessment of others’ ideas

Aim of service TactPreparation of study plan Active listening Individual and social responsibility Respecting patient autonomy & dignityNot mentioned Learning to listen Towards profession, society & yourself Respecting differences

Communication with colleagues Service to citizens Respecting othersCritical Analysis Identifying elements of communication Social responsibilityCritical analysis Constructive criticismFinding the truth Relevant comments Comprehension of subject areas Not mentionedBeing critical Not mentioned Not mentionedAbility to analyze Cooperative behavior

Summarizing information Correct weaknesses AdaptabilityContribution to group learning Reporting Effort CompanionshipNot mentioned Communication skills for teaching (JP) Honesty Flexibility

Accepts external criticismHonesty Collaborative behaviorWill improve competition SolidarityHonesty Empathy

Negotiation between adults and autonomyAltruismAvailabilityCompassionate attitude

Evaluating PBL sessions: What do experts propose?

Carme Carrion1,2, Mònica Soler3, Marta Aymerich1,2

1TransLab Research Group, Department of Medical Sciences, School of Medicine, University of Girona, Catalonia2Fundació UdG Medicina, Catalonia.

3Medical Education Unit, University of Girona, Catalonia

CONTENT: Problem-based learning (PBL) is the main strategy used on the curriculum of the University of Girona’s medical degree, comprising more than 60% of each educational module. It focuses not only on evaluating medical knowledge and skills, but also on appraisal of students’ learning and teamwork abilities, communication skills and sense of responsibility, that is, professional values and attitudes, often referred to as professionalism. The aim of this study was to analyze experts’ opinion about which concrete items should be considered when evaluating PBL sessions.

Contact: [email protected]

METHODS: Open-ended individual not-anonymous semi-structured questionnaire asking about possible items related to four main professionalism dimensions (learning abilities, communication, responsibility and interpersonal relationships) were sent to seven medical education experts. Data were coded and analyzed by three independent researchers, who through discussion identified and grouped experts’ proposals as well as matched them to the items of the University of Girona Medical School questionnaire to evaluate professionalism.

RESULTS: A qualitative analysis of the experts’ opinions revealed 20 items which are considered relevant in evaluating professional training of medical students, classified in the 4 proposed dimensions, being responsibility and interpersonal relationships the ones with most items considered.

CONCLUSIONS: Not only medical knowledge and skills should be developed and evaluated in medical training, but also commitment to a set of professional values. Aspects such as: honesty, integrity, empathy, compassion, reliability, commitment or sensitivity, between others, should also be included in a questionnaire used to evaluate students’ professionalism values and attitudes during PBL sessions.