Much attention and concern has been given to doctor's behaviour and commitment as part of their social accountability. This is partly due to increased public awareness of patient's rights, Increasing privatizations of the medical services and the concern of the media regarding the quality of health services. This course is planned to ensure the thin line between unprofessional and unethical practice.
1. Introduction to psychology and behavioural sciences.
2. Human behaviour
3. Learning: concepts & theories
4. Mental Functions
5. Professional values and the dimension of professionalism and evidence based medicine.
6. Time management
7. Ethical decision making
8. Patient consent
9. Ethical iussues in practice and research
10. Profession regulation
11. Sustaining practice
12. Self-evaluation regarding limitations in knowledge and
13 Changes to medical education
1. General Objective:
To study basics of Psychology, Professionalism and Professional Ethics
2. Specific Objectives:
By the end of this course the student should be able to:
2.1. Define behaviour, Psychology and behavioural sciences
2.2. Identify factors influencing human behaviour
2.3.Define Learning, identify concepts and discuss learning
2.4. Describe Mental functions
2.5. Define professional values
2.6. Describe the dimensions of professionalism
2.7. Explain the ways and means of planning and managing
effectively once own time and activity
2.8. Describe the theories and principles that govern ethical
2.9. Make a self evaluation of the limitations in knowledge and
2.10. Describe the principles of patient consent
2.11. Recognize and appropriately respond to ethical issues encountered in practice and research.
2.12. Demonstrate a commitment to patients, profession and
society through participation in profession -regulation
2.13. Demonestrate commitment to physical health and
5. Small group discussion
6. Problem Solving
7. Role Play
1) Human Resources:
1.2 Health professions educationist
1.4 Representative of the Medical Council
2) Physical Resources:
2.1 Lecture Room
2.3 Audiovisual aids
1. Attendance and Performance 10%
2. Assignments 20%
3. Written Examination
3.1. MCQs 20%
3.2. Short essays 50%
أسس علم النفس العام
1. Sudan Medical Council : Teaching and assessing professionalism. A guide to course development . September 2011
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3. Coulehan J. Today's professionalism: engaging the mind but not the heart. Academic Medicine. 2005;80:892-898.
4. Ludmerer KM. Instilling professionalism in medical education. Journal of the American Medical Association. 1999;282:881-882.
5. Wynia MK, Latham SR, Kao AC, Berg JW, Emanuel LL. Medical professionalism in society. New England Journal of Medicine. 1999;341:1612- 1616.
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13. Veatch RM, Miller FG. The internal morality of medicine: an introduction. Journal of Medicine and Philosophy. 2001;26:555-557.
14. Feudtner C, Christakis DM, Christakis NA. Do clinical clerks suffer ethical erosion? Students' perceptions of their ethical environment and personal development. Academic Medicine. 1994;69:670-679.
15. Testerman JK, Morton KR, Loo LK, etal. The natural history of cynicism in physicians. Academic Medicine. 1996;71:S43-S45.
16. Rothman DJ. Academic health centers and financial conflicts of interest. Journal of the American Medical Association. 2008;299:695-697.
17. Kinghorn WA, McEvoy MD, Michel A, Balboni M. Professionalism in modern medicine: does the emperor have any clothes? Academic Medicine. 2007;82:40-45.
18. Leach DC. Professionalism: the formation of physicians. American Journal of Bioethics. 2004;4:11-12.
19. Hafferty FW. Beyond curriculum reform: confronting medicine's hidden curriculum. Academic Medicine. 1998;73:403-407.
20. Stern DT. Practicing what we preach? An analysis of the curriculum of values in medical education. American Journal of Medicine. 1998;104:569-575.
21. Inui TM. A flag in the wind: educating for professionalism in medicine. Washington, DC: Association of American Medical Colleges; 2003.
22.Wilkes MS, Slavin SJ, Usatine R. Doctoring: a longitudinal generalist curriculum. Academic Medicine. 1994;69:191-193.
23. Bourgeosis JA, Ton H, Onate J, etal. The doctoring curriculum at the University of California, Davis School of Medicine: leadership and participant roles for psychiatry faculty. Academic Psychiatry. 2008;32:249-254.
24. Pellegrino ED, Thomasma DC. The virtues in medical practice. New York: Oxford University Press; 1993.
25. Pellegrino ED. The commodification of medical and health care: the moral consequences of a paradigm shift from a professional to a market ethic. Journal of Medicine and Philosophy. 1999;24:243-266.
26. Pellegrino ED. Professionalism, profession, and the virtues of the good physician. Mount Sinai Journal of Medicine. 2002;69:378-384.
أخلاقيات مهنة الطب
المهنية (الشبكة العنكبوتية)
المسؤولية الاجتماعية (كتاب منظمة الصحة العالمية بمركز تطوير التعليم الطبي).