Views and perceptions of anatomy educators on medical professionalism: a mixed-methods study

Background Integrating medical professionalism into the core curriculum remains challenging for many institutions, particularly in today’s globalised context. This difficulty arises partly from the complexity and ambiguity surrounding the definition of medical professionalism. Additionally, it is crucial to consider the local and global context and define professionalism within that cultural framework. Thus, the aim of this study is to explore the knowledge and perceptions of anatomy educators from central European universities (Zagreb, Masaryk and Pécs) and the University of Cambridge on medical professionalism through the lens of local context and culture. Methods A cross-sectional study was developed, and data were collected utilising a survey tool conducted by the Erasmus+ Strategic Partnership project, LEANbody (Project number: 2021-1-HU01-KA220-HED-000027542). The collected data were analysed both qualitatively and quantitatively. Purposeful sampling was used for including the study participants (n=16) who were anatomy educators from above mentioned institutions. Results The educators were asked to define “professionalism”. Summative content analysis of their answers uncovered six recurring sets of keywords. Latent content analysis was used to analyse educators’ responses on the distinction between professional values and professional behaviours, three categories and nine subcategories emerged as part of one overarching theme ‘ The Interplay between Professional Values and Behaviours in Healthcare ’. A self-reflecting framework was developed to focus on the connection between professional values and professional behaviour in the healthcare context. Almost 75 % (n=12) agreed that there are cross-cultural differences in the definition of medical professionalism. Most educators felt that students’ multicultural backgrounds, religious beliefs, values, sex and gender significantly influenced their approach to anatomical dissection. Regarding the existence of a governing body that would determine guidelines for medical professionalism, only the participants from the University of Cambridge responded in the affirmative. Conclusions This study showed that there would appear to be an urgent need for anatomy educators in several central European universities to enhance their knowledge on professionalism, discuss and agree on creating common terminology through the lens of European context and culture. This improves the understanding and practice of medical professionalism along with its application to anatomy curriculum development and teaching practices.