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(i) Undergraduates learning professionalism within clinical settings in early years.
A recent review concludes that didactic coursework alone is insufficient for teaching and learning professionalism issues[ 30].
The formal curriculum was described as being inadequate while the hidden and informal curricula were found to play a critical role in learning professionalism.
Furthermore, we involved students from the first to the fifth year of study and have thus obtained a panorama of learning professionalism in undergraduates at MakCHS.
Our findings are consistent with findings from North America and Europe that the hidden and informal curricula play a critical role in learning professionalism.
The single most important effective component of learning professionalism (92.5%) as determined by students in all four years was "clinical interactions role modeling".
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In this qualitative study, we explore how health professional students learn professionalism.
Through him we learned professionalism, compassion and decency.
Thirdly, our study was not designed to longitudinally explore how students learn professionalism.
It allows trainees to learn professionalism and to grasp the principles of communication with real patients [ 3].
Examining students' perceptions of how they learn professionalism can serve as a needs assessment to guide development of a relevant and effective curriculum.
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