scholarly journals STUDENTS ATTITUDE TOWARDS MEDICAL ETHICS EDUCATION

2019 ◽  
Vol 7 ◽  
pp. 853-857
Author(s):  
Alexandrina Vodenitcharova ◽  
Nikoleta Leventi ◽  
Kristina Popova
Keyword(s):  
Medical Students ◽  
Medical Ethics ◽  
Ethics Education ◽  
Ethical Decision ◽  
Ethical Decision Making ◽  
Ethical Issues ◽  
Medical Ethics Education ◽  
Bioethics Education ◽  
Medical University ◽  
Future Work

Medical ethics (ME) and bioethics education are integrated in many medical schools, as a discipline, which aims to help future doctors to recognize ethical issues in healthcare and develop ethical decision-making skills. The main purpose of this paper was to explore students’ attitude towards medical ethics and bioethics, as a course of their education curriculum in the Medical University of Sofia in Bulgaria. The goal was to find out students expectations for the contribution of the acquired knowledge to reflect upon the ethical dimensions and human rights considerations of medicine, healthcare and science after the end of their ME course. A paper questionnaire was distributed to medical students with a letter indicating the purpose of the study. All the students were anonymous and voluntarily participated in the survey. Completed questionnaires were received from 344 medical students. According to the results, the majority (94%) of the participants are familiar with the principles of medical ethics and bioethics and supports (86%) the necessity of studying Medical ethics. Most of the students (87%) think that medical ethics education will help them in their future work and believe (86%) that this course will improve their professionalism, while their opinion (70%) is that medical ethics will lead to effectively co-working with other medical professionals.

scholarly journals STUDENTS’ VIEWS ON THE ROLE OF ETHICS EDUCATION FOR THEIR FUTURE MEDICAL PRACTICE

2021 ◽  
Vol 2 ◽  
pp. 87-91
Author(s):  
Nikoleta Leventi ◽  
Alexandrina Vodenitcharova ◽  
Kristina Popova ◽  
Kremena Ivanova ◽  
Svetlin Georgiev ◽  
...  
Keyword(s):  
Health Care ◽  
Medical Students ◽  
Medical Ethics ◽  
Ethics Education ◽  
New Technologies ◽  
Ethical Issues ◽  
Everyday Practice ◽  
Medical Professionals ◽  
Medical Ethics Education

INTRODUCTION: Worldwide, in different ways, ethical dilemmas arise in medicine and life sciences. It is critical for medical professionals to respond with confidence when ethical challenges are addressed in their clinical practice. Medical ethics and bioethics education is recognized as an essential course of the medical curriculum. The course aims to provide students with knowledge and competencies on dealing with moral problems. OBJECTIVES: In this article, we aim to explore students’ views about the importance and role of medical ethics education for their future practice. Their suggestions on specific medical ethics and bioethics topics were also considered, as well as previous knowledge on ethics before they enrolled in university. METHODS: A paper questionnaire was developed and distributed among first-year foreign medical students from the Faculty of Medicine in the Medical University-Sofia in Bulgaria. All students participated in the study anonymously and voluntarily. The study was conducted during January and February 2020. RESULTS: Completed questionnaires were received from 366 medical students. Data collected demonstrates that only 19% of the students were taught ethics before enrolling in university and covered topics on philosophy and ethics, civil and human rights. The majority (92%) of the responders believe that the study of medical ethics and bioethics helps medical professionals to improve their skills in identifying ethical problems in their everyday practice. Interesting were the suggestions for topics in medical ethics and bioethics that needed further study during lectures and seminars and included principles of medical ethics and bioethics, ethical behavior in medicine and health care, ethical dimensions of new technologies in health care, ethical dimensions of clinical decisions and patients’ quality of life, ethics and health management. CONCLUSIONS: Medical ethics education is significant for future physicians, helping them to improve their skills in identifying ethical issues, and base their decisions on fundamental ethical principals in their everyday practice. Attention should be given to topics related to principles of medical ethics, models of patient-physician relationships, new technologies in health care, ethics and health policy. 

scholarly journals Impact of a Novel Approach for Undergraduate Medical Ethics Education in The Middle East and South Asia

2021 ◽  
Author(s):  
Muhammad Shahid Shamim ◽  
Lubna Baig ◽  
Adrienne Torda ◽  
Chinthaka Balasooriya
Keyword(s):  
Saudi Arabia ◽  
Medical Ethics ◽  
Ethics Education ◽  
Ethical Decision Making ◽  
P Value ◽  
Medical Ethics Education ◽  
Feedback Questionnaire ◽  
Post Test ◽  
The Impact ◽  
Medical Colleges

Abstract Background Complexities of ethics education, combined with socio-cultural issues specific to the medical curricula of the developing country context, have created resource constraints that impact medical ethics education delivery in countries like Pakistan and Saudi Arabia. These constraints include the dearth of contextually relevant texts, shortage of trained teachers and confines in institutional regulations in the regions. Focused strategies are required to address these constraints. Workbook-based ethics learning (WBEL) is one such strategy based on a contextually relevant ethics education model. Purpose This study aimed to evaluate the effectiveness of ethics education, delivered through the WBEL strategy, on students’ learning and satisfaction in medical colleges of Pakistan and Saudi Arabia. Methods A pre-post-test intervention study was conducted in two medical colleges, Jinnah Sindh Medical University, Pakistan and King Abdulaziz University, Saudi Arabia. An ethics course was structured using the WBEL strategy and delivered to early clinical years medical students. The impact on student learning was measured by pre-and-post administration of a set of Key Feature Questions (KFQ) and a Script Concordance Test (SCT). A twenty-eight-item course feedback questionnaire was developed to collect students’ perceptions regarding the WBEL strategy. Results Of the total 125 students who consented, 90 (72%) completed the pre-and post-test measures, and 103 returned the feedback forms at the two sites. The post-test scores in KFQs were significantly higher than pretest scores in both Pakistani and Saudi students (p-value < 0.001). There was no significant pre-to-post difference in overall SCT scores (p = 0.057). The majority of participants considered the overall course to be valuable. They provided positive feedback on the Workbook’s usefulness and the enhancement of critical thinking within the course. Ethics case discussions, classroom quizzes, and reflective writing were considered most effective for learning during the course. Conclusion The findings suggest that the WBEL is a promising way forward in medical ethics education as it resulted in a notable increase in participants’ knowledge and ethical decision-making skills. The study also provides evidence of feasibility for using the WBEL strategy for teaching ethics in resource-limited regions.

scholarly journals Does teaching medical ethics ensure good knowledge, attitude, and reported practice? An ethical vignette-based cross-sectional survey among doctors in a tertiary teaching hospital in Nepal

2021 ◽  
Vol 22 (1) ◽  
Author(s):  
Carmina Shrestha ◽  
Ashma Shrestha ◽  
Jasmin Joshi ◽  
Shuvechchha Karki ◽  
Sajan Acharya ◽  
...  
Keyword(s):  
Medical Ethics ◽  
Teaching Hospital ◽  
Ethics Education ◽  
Ethical Issues ◽  
Medical Curriculum ◽  
Health Sciences ◽  
Cross Sectional ◽  
Medical Ethics Education ◽  
Group 2 ◽  
Group 1

Abstract Background Importance of awareness of medical ethics and its integration into medical curriculum has been frequently highlighted. Study 1 aimed to assess the knowledge, attitude, and reported practices of medical ethics among clinicians at Patan Academy of Health Sciences, a tertiary care teaching hospital in Nepal. Study 2 was conducted to assess whether there was a difference in knowledge, attitude, and reported practices of medical ethics among doctors who received formal medical ethics education during undergraduate studies and those who did not. Methods Two cross-sectional surveys using self-administered questionnaires were conducted. Study 1 included 72 participants; interns, medical officers, and consultants working at Patan Academy of Health Sciences. Study 2 was a comparative study conducted among 54 medical officers who had received formal medical ethics education (Group 1) and 60 medical officers who did not (Group 2). Results Participants who had completed post-graduate education had higher knowledge (p = 0.050), practice (p < 0.001), and overall combined scores (p = 0.011). Participants with ethics education had higher knowledge (p < 0.001), attitude (p = 0.001), practice (p < 0.001), and overall score (p < 0.001). Most participants preferred consulting colleagues if an ethical dilemma arose. Fewer participants had heard of the Declaration of Helsinki. Most participants thought doctors to be most capable of judging what is best for the patient (Study 1: 70.42%, Study 2 Group 1: 42.59%, Group 2: 80%). Case scenarios in which participants demonstrated poor practice were ethical issues concerning truth-telling, end-of-life decisions, treating HIV/AIDS patients, treating a minor, and reporting colleague’s errors. Conclusions This study found that participants who have received medical ethics education have higher knowledge, attitude, and practice scores. The results further justify the need for medical ethics education to be a part of the core medical curriculum. A blame-free environment where seniors can be approached for advice should be created. Research ethics should also be given attention. During medical ethics training, ethical issues where doctors perform poorly should be given more priority and should be discussed in a country-specific context.

scholarly journals Equipping African Medical Students with Ethical Decision-Making Skills: a Case-Based Method from Burundi

2018 ◽  
Vol 5 (3) ◽  
pp. 23-28
Author(s):  
Eric McLaughlin ◽  
Alyssa Pfister
Keyword(s):  
Decision Making ◽  
Medical Students ◽  
Ethical Decision ◽  
Ethical Decision Making ◽  
Ethical Issues ◽  
Resource Limitation ◽  
African Culture ◽  
East African ◽  
Decision Making Capacity ◽  
Case Discussions

In addition to medical ethical issues faced in every context globally, many African contexts have the challenge of additional ethical scenarios particular to African culture, resource limitation, and more varied levels of professional expertise.  In an effort to equip medical trainees with the knowledge and skills to confront these situations well and from a particularly Christian vantage point, we developed a bioethics module for medical students in Burundi, which begins with a didactic ethics lecture and spends most of the time on student-led, facilitated case discussions.  The cases were designed to highlight problems specifically created by the particularities of our rural, East African, under-resourced context.  Five rounds of implementing this module have shown a positive and interactive reception, with students critically thinking about the problems, engaging in personal application, and being willing to disagree with each other.  Evaluation after each module has resulted in some cases being discarded and others modified.  Facilitation of case discussions has been especially aided by structuring cases that specifically force the making of a difficult ethical decision, soliciting an articulation of any disagreements existing within the presenting group, and exploring permutations of each case in order to see if that changes opinions and to clarify the underlying ethical principles at play.  In our setting, the creation of bioethical case scenarios that are specifically applicable to the context of our East African learners has been helpful in making a module with useful content in growing the ethical decision-making capacity of the participants.

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