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ORIGINAL RESEARCH article

Front. Med.

Sec. Healthcare Professions Education

Volume 12 - 2025 | doi: 10.3389/fmed.2025.1650073

Professionalism and Professional Identity in Medical Students: A Cross-Sectional Mixed-Methods Analysis of Correlation and Progression

Provisionally accepted
Munawar  FarooqMunawar Farooq*Muhammad  HashimMuhammad HashimSultan  AhosaniSultan AhosaniAmer  Mohammed AlalawiAmer Mohammed AlalawiOmar  Mohammed AlalawiOmar Mohammed AlalawiKhaled  Abdullah QanadiloKhaled Abdullah QanadiloUffaira  HafeezUffaira HafeezArif  Alper CevikArif Alper Cevik
  • United Arab Emirates University College of Medicine and Health Sciences, Al Ain, United Arab Emirates

The final, formatted version of the article will be published soon.

Introduction: Professionalism is a core competency in undergraduate and graduate medical education. Professional identity is the internalization of a community's norms, which results in thoughts, feelings, and actions that align with that community. Uncertainty exists regarding the interrelated progression of professionalism and professional identity. We aimed to explore the professionalism and professional identity scores, as well as their internal correlation, among medical students across different stages of their education. Methods: We conducted a cross-sectional, observational, complementary mixed-methods study among medical students across all curriculum stages. Quantitative data were collected using the Professionalism Assessment Scale (PAS) and the Professional Identity Questionnaire (PIQ). Qualitative data from two open-ended questions explored students’ perspectives on learning and assessing professionalism. Results: One hundred and eight medical students completed the study questionnaires. The reliability coefficient (Cronbach’s alpha) was 0.763 for the PAS questionnaire and 0.767 for the PIQ instrument. PIQ scores had low correlation with empathy, PAS, professional relationships, and responsibility (all r values < 0.14). Professionalism (PAS, p = 0.024), empathy (p = 0.009), and professional Relationships (p = 0.007) scores were significantly higher among students in pre-clinical compared to those in basic sciences, however, no significant differences were observed in these scores among students in the pre-clinical, early clinical, and late clinical stages. Professional Responsibility (p = 0.60) and Professional Identity (p = 0.57) scores showed no significant change across all stages. Conclusion: The study highlights plateaus in professionalism and professional identity scores, with no significant correlation between PIQ and PAS scores. While prior literature often treats the two as overlapping or sequential frameworks, our findings suggest the need for separate, targeted strategies in curriculum design to advance both professionalism and professional identity.

Keywords: Medical Education, Professionalism, Professionalism Assessment Scale, professional identity, Empathy

Received: 19 Jun 2025; Accepted: 04 Sep 2025.

Copyright: © 2025 Farooq, Hashim, Ahosani, Alalawi, Alalawi, Qanadilo, Hafeez and Cevik. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

* Correspondence: Munawar Farooq, United Arab Emirates University College of Medicine and Health Sciences, Al Ain, United Arab Emirates

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