MPRO: A Professionalism Curriculum to Enhance the Professional Identity Formation of University Premedical Students

Figures & data

Table 1. Characteristics of model programs supporting premedical students in choosing medicine for a career

AUTHORS	n	Site/Setting	Length	Major Focus	Program Components	Requirements	Method(s) of Evaluation
Hernandez et al. (2009)	48	Division of Surgery, University of South Florida	Summer	Participation in scholarly activities	Faculty and resident led lectures, shadowing of surgeons, meetings with mentors, clinical research	Completion of one research project	Post survey, publications
Davis et al. (2013)	120 (over 2 years)	University of Wisconsin Tobacco Science Scholars	One semester	Clinical and research experiences	Clinical etiquette training, rounding with physicians and independent interactions with patients, research related to smoking cessation	Presentation of a patient and study data	Exit survey
Goldstein et al. (2014)	120 (over 2 years)	Cornell University	One semester	Physician shadowing	Physician shadowing, seminars, reflection journals on “cultural” differences between specialties	No formal requirements, participation in shadowing and critical reflection exercises	Exit survey
Burgos et al. (2015)	24	University of California, San Diego School of Medicine	Quarterly	Clinical experience, global health disparities	Preparatory training, on-site workshops, physician shadowing, journal club, group discussion	Completion of hours, reflection assignment	Completion of hours
Penn (2015)	106 (over 2 years)	Hendrix College	Variable	Physician shadowing	Preparatory training, attendance	Attendance	Individual comments
Wang et al. (2015)	61	Stanford University	4 months	Physician shadowing	Patient rights and professionalism training, and shadowing of a physician at least four times	Reflective essay	Pre- and post-surveys
Clark (2016)	20	Honors College, University of Kentucky	One semester	Teaching historical, social, and interpersonal contexts in contemporary healthcare	Course lectures, physician shadowing, reflective writings	Weekly blog posts	Weekly blog rubric with instructor feedback
Thang et al. (2019)	10 (in first year)	University of California, Los Angeles	One academic year (30 weeks)	Physician shadowing	Physician shadowing, assistance in administrative work	No formal requirements, participation in shadowing	Pre- and post-surveys

Table 2. Influence of lectures on desire to become a physician: MPRO didactic survey outcomes (August – December 2015)

MPRO Lecture	Lecture Influence (mean)	Standard Deviation
(1) Teams in Medicine	3.59	0.9
(2) Empathy, communication, and interview skills	3.89	0.89
(3) Professional boundaries, social media, and electronic health records	3.39	0.95
(4) Cultural competency	3.94	0.94
(5) Spirituality, humanism, and aging	3.78	1.05
(6) Self-care, nutrition, and happiness	3.93	0.88
(7) Substance use disorders	2.71	1.01
(8) Stress and burnout in physicians	3.94	0.84
(9) Physician depression, suicide, mental illness, and difficult people	3.75	0.98
(10) Personal financial considerations for physicians	3.87	0.88
(11) Ethical issues, end of life, and genetics	3.78	1.03

Lecture influence was determined by students’ response the survey question, ‘This lecture was relevant in influencing my desire to become a physician,’ which was administered post-test. Responses were categorized on a 5-point Likert scale from 1 (Strongly Disagree) to 5 (Strongly Agree).