Professionalism in Sudanese Medical Schools: A Situational Analysis as Perceived by Medical Graduates From 22 Medical Schools.

Background: Professionalism is progressively recognized as an essential component of the medical profession. This study aims to measure the perception and definition of medical graduates on the domains of professionalism with correlation to the teaching strategies reported from 22 medical schools in Sudan. Method: A cross-sectional study using quantitative and qualitative approaches was performed and covered 22 different medical schools in Sudan, with 500 graduates taking part in the study. Results: : 257 of the graduates who participated in this study were taught about professionalism either through formal ways were 175 (68%) or by hidden curricula, 82 of participants (32%). 29 of the graduates who were taught formally had further education about the subject in the clinical setting. Sudanese social-environmental culture is the major influence of professionalism perception among graduates. They preferred mixing both teacher-based and peer-based approaches that encourage interaction when teaching professionalism. Conclusion: Currently there were a blend of approaches to teach professionalism in Sudanese medical schools, including formal and informal method. The details of the arrangement, deepness, elements, and nature by which to integrate professionalism with other curriculum elements remain an infant matter. This apparent deficiency requires immediate attention and cooperation between medical schools and health corporations and agencies across the country to provide a suitable model to teach professionalism at medical schools and in clinical settings.