Perceptions on Integrating Personal and Professional Development & Ethics at DSMA

Introduction: This qualitative case study investigates how students and faculty perceive the integration of Personal and Professional Development & Ethics (PPD&E) within the outcome-based curriculum at the Defence Services Medical Academy (DSMA), Myanmar. The PPD&E component emphasizes non-technical skills such as communication, ethical reasoning, and emotional intelligence, which are increasingly recognized as essential in modern medical education. Method: Using purposive sampling, the study engaged students and faculty from various departments through focus group discussions. The data were collected via audio recordings and field notes, then analyzed thematically to identify key patterns and insights. Results: Participants expressed a generally positive perception of PPD&E. Both students and faculty acknowledged its contribution to developing soft skills, promoting holistic personal and professional growth, and encouraging self-directed learning. Interactive teaching methods (e.g., role-plays, group projects) and the role of educators as professional role models were seen as effective in increasing student engagement. However, challenges included a perceived lower priority of non-technical skills and limited faculty readiness to teach PPD&E. Conclusion: The study concludes that while PPD&E is valued for its role in producing well-rounded, competent healthcare professionals, further efforts are needed to strengthen faculty development and elevate the importance of non-technical competencies in medical training. Ongoing collaboration between students and faculty is essential for refining and fully integrating PPD&E within the curriculum.