In recent years, the discourse surrounding health professions education has become increasingly complex, drawing attention to unprofessional behavior within the field, particularly in the Global South. A comprehensive scoping review conducted by researchers Pienaar, Kuupiel, and van Wyk sheds light on how unprofessional conduct is perceived, conceptualized, and measured across various cultural and educational contexts. The study outlines a significant gap in the literature, warranting further examination of both the theoretical frameworks and the prevalence of unprofessional behavior in health professions education.
Central to the review is the multidimensional nature of unprofessional behavior, which encompasses a wide array of actions sometimes seen as minor infractions and other times as egregious violations of ethical conduct. The researchers identified multiple conceptions of unprofessional behavior, each influenced by sociocultural factors, institutional policies, and individual motivations. These behaviors can range from tardiness and lack of preparedness to more severe acts such as discrimination and disrespect toward patients and colleagues.
An important finding of the study is how these behaviors are not uniformly defined across different regions. In the Global South, for example, the authors note that cultural contexts significantly shape the understanding of what constitutes professionalism and unprofessional behavior. Practices that may be considered unacceptable in one region might be tolerated—or even expected—in another, underscoring the need for educational frameworks that consider these disparities. The implications of such findings highlight the urgent necessity for a standardized approach to teaching professionalism that transcends geographic boundaries.
The review also employs various theoretical frameworks to analyze unprofessional behavior, including sociocultural and ethical perspectives. By utilizing these frameworks, the researchers aim to develop a more nuanced understanding of how unprofessional behavior develops and persists within health education systems. This approach allows for a critical analysis of existing educational curricula, highlighting areas in need of change or reinforcement.
Another critical insight from the review pertains to the prevalence of unprofessional behavior among health professions students and practitioners. The quantitative findings suggest that a disturbingly high percentage of students report witnessing or experiencing unprofessional conduct during their training. This reality poses questions about the effectiveness of current educational interventions designed to mitigate such behavior. The researchers advocate for more targeted strategies within health professions education that not only address theoretical constructs but also promote situational awareness and reflection among trainees.
Furthermore, the researchers emphasize that addressing unprofessional behavior must be a collective effort involving educators, institutions, and policymakers. Effective interventions should be grounded in robust evidence, informed by data collected from regions experiencing similar challenges. Collaboration and sharing of best practices across borders can lead to more effective solutions tailored to the unique environmental factors influencing educational settings in the Global South.
Professionalism is a cornerstone of effective healthcare delivery, and unprofessional behavior can have far-reaching implications for patient care and health outcomes. As this review outlines, unprofessionalism erodes trust between providers and patients, negatively affecting the quality of care. Inadequate attention to this issue within educational programs can perpetuate cycles of unprofessional behavior in the workforce, further complicating efforts to deliver high-quality healthcare.
The authors propose that ongoing research is essential for tracking changes in both behavior and educational practices over time. By establishing longitudinal studies that continue to monitor the development of professionalism among health professions students, stakeholders can better gauge the successes and shortcomings of various educational initiatives. This evidence-based approach can inform future strategies for cultivating an educational culture grounded in ethical practices and professional integrity.
This scoping review also argues for the importance of incorporating ethical decision-making and moral reasoning into training. Students must be equipped with the tools to navigate ethical dilemmas effectively, enabling them to act professionally even under stressful circumstances. Engaging students in discussions about real-world ethical challenges can foster a deeper understanding of professionalism and its complexities.
Moreover, the integration of mentorship programs within health professions education could serve as a valuable strategy for addressing unprofessional behavior. Experienced practitioners can model appropriate professional conduct and provide guidance to students, fostering a culture of accountability and respect. Mentorship has the potential to bridge gaps in understanding and expectations while instilling values that contribute to a more professional healthcare environment.
In conclusion, the scoping review by Pienaar, Kuupiel, and van Wyk offers vital insights into health professions education and unprofessional behavior in the Global South. By identifying conceptual gaps and emphasizing the need for culturally sensitive frameworks, the authors contribute significantly to the ongoing conversation surrounding professionalism in healthcare. As the field evolves, it is imperative to establish educational programs that not only define professionalism but actively foster it, equipping future healthcare providers with the skills and knowledge necessary to navigate the complex landscape of modern healthcare.
In light of these findings, further discussion and exploration into effective strategies for embedding professionalism within health training are imperative. By committing to an interdisciplinary, collaborative approach, the healthcare education community can work towards creating a future where unprofessional behavior is not merely mitigated but entirely transformed into a culture of excellence and ethical practice.
Subject of Research: Unprofessional behavior in health professions education in the Global South.
Article Title: Health professions education and unprofessional behaviour in the global south: a scoping review of conceptions, theoretical frameworks, and prevalence.
Article References: Pienaar, L., Kuupiel, D. & van Wyk, J. Health professions education and unprofessional behaviour in the global south: a scoping review of conceptions, theoretical frameworks, and prevalence. BMC Med Educ 25, 1733 (2025). https://doi.org/10.1186/s12909-025-08318-w
Image Credits: AI Generated
DOI: https://doi.org/10.1186/s12909-025-08318-w
Keywords: Unprofessional behavior, health professions education, Global South, theoretical frameworks, prevalence
