Professionalism as effortful practice: a case study of Saudi Arabian and United Kingdom medical Schools' teaching of professionalism

Abstract

Professionalism as effortful practice: a case study of Saudi Arabian and United Kingdom medical Schools' teaching of professionalism Asma Yehya Alhamrani Medical professionalism is widely recognised as a core competency in undergraduate medical education. However, its conceptualisation, delivery, and assessment remain complex. In Saudi Arabia, although the SaudiMEDS framework mandates the inclusion of professionalism in medical curricula, there is a considerable variability in how it is interpreted and implemented across medical schools, with limited guidance on consistent effective educational strategies. This study explored how medical professionalism is understood, taught, and learned in Saudi undergraduate medical education in comparison to practices at the University of Liverpool in the United Kingdom. A qualitative interpretive approach was used, and data were collected through semi-structured interviews with tutors and students in both contexts. Thematic analysis was used to identify key patterns and differences in how professionalism is perceived and learned in both settings. This analysis revealed that professionalism is not a static or innate quality but rather an evolving and effortful practice shaped by personal, sociocultural and pedagogical factors. In the Saudi context, participants highlighted the value of experiential learning, role modelling and reflection in professionalism development. Challenges were identified, including the ambiguous definitions, the influence of the hidden curriculum, and the difficulties in assessing professionalism fairly. In the University of Liverpool, participants viewed professionalism as a dynamic concept that requires active learning and longitudinal assessment strategies to help students develop their professionalism with a focus on equality, diversity, inclusion and well-being. The study concludes that to enhance professionalism education in Saudi Arabia, there is a need to adopt educational strategies that recognise professionalism as an effortful practice that requires reflection and ongoing development. These findings offer valuable implications for curriculum development, faculty training, and assessment practices in both local and global contexts.