Evaluation of Medical School 4th and 6th Grade Programs in Terms of Professionalism According to Demirel’s Analytical Model: A Mixed Method Study

Aim: This study aimed to evaluate whether the objective dimension of medical school curriculum includes objectives related to professionalism, to what extent, at what learning stage students acquire these dimensions, and to evaluate the objective dimension of medical school curriculum according to Demirel's Analytical Curriculum Evaluation Model (DACEM). Methods: The sequential explanatory design, a mixed research design, was used and it included a total of 337 4th and 6th year medical students. Arithmetic mean, multi-way analysis of variance, multivariate analysis of covariance and relationship analysis, content analysis and document analysis were performed. The programs were evaluated with the DACEM. Results: Professionalism scores were average and above average. Positive relationships with each other have been in many of these dimensions. There were no objectives regarding empathy and motivation in the programs. There were a limited number of objectives related to other professionalism dimensions and these were mostly in the clinical training years. Conclusions: According to the DACEM, the objectives in the programs were not designed in accordance with the principles of objective writing, no taxonomy was used when determining the objectives, and there was an overlap in the objectives. The philosophy on which the programs are based was not clearly stated, and it has been seen that the objectives are designed in accordance with the needs and expectations of the society and the level and requirements of the student.