Bioethics Education on Medical Students: Opinions About Ethical Dilemmas

Medical education aims to train professionals who are capable of making extremely complex decisions. As part of the medical curriculum, bioethics education could have an important role in promoting moral development and decision-making in medical students. This study aims to determine if, after a Bioethics and Professional Deontology course, medical students would present a change of opinion on three ethical dilemmas. A quantitative and longitudinal study was developed by applying the MCTxt (Moral Competence Test extended), composed of three ethical dilemmas (Worker, doctor, and judge dilemmas), to a sample of 70, fourth year medical students, from a Portuguese medical school. The questionnaire was applied at the beginning and end of a bioethics course, with a 3 month time interval. For this study the opinion scores were analyzed and described using the mean and standard deviation. The comparison of these scores, at both times, were performed using t-tests for paired samples. A significance level of 5% was used. For students who were neutral in the first application, the majority went on to agree or disagree with the performance of the dilemma character, ultimately showing less indecision at the end of bioethics course. The results suggest that, after the bioethics course, students have lower indecision, however the changes were very tenuous. Bioethics education is important to promote more opportunities for reflection and discussion, to stimulate critical judgment, and the ability to make decisions by medical students. Further research could help to better understand this subject.

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The Teaching of Ethics and the Moral Competence of Medical and Nursing Students

Health Care Analysis ◽

10.1007/s10728-020-00401-1 ◽

2020 ◽

Author(s):

Vera Sílvia Meireles Martins ◽

Cristina Maria Nogueira Costa Santos ◽

Patrícia Unger Raphael Bataglia ◽

Ivone Maria Resende Figueiredo Duarte

Keyword(s):

Medical Students ◽

Nursing Students ◽

Health Professionals ◽

Ethical Dilemmas ◽

Nursing Schools ◽

Main Character ◽

Moral Competence ◽

Before And After ◽

And Gender ◽

Competence Test

Abstract In a time marked by the development of innovative treatments in healthcare and the need for health professionals to deal with resulting ethical dilemmas in clinical practice, this study was developed to determine the influence of the bioethics teaching on the moral competence of medical and nursing students. The authors conduct a longitudinal study using the Moral Competence Test extended version before and after attending the ethics curricular unit, in three nursing schools and three medical schools of Portugal. In this questionnaire the participant is confronted with three ethical dilemmas (related to theft, euthanasia and the torture of a terrorist) and asked to evaluate arguments for and against the attitude of the main character (Worker, doctor and judge). For both nursing and medical students, C-score was lower after the attendance of the ethics curricular units, with a statistically significant decrease in the total score (from 21 to 19.5 on average; p = 0.046) for nursing students and a decrease not statistically significant for medical students (from 23.2 to 22 on average; p = 0.358). A multivariate analysis did not find any association between this decrease and gender, course, or age. The phenomenon of moral segmentation was observed, with better performance in the worker and judge dilemma, than in the doctor dilemma. These results highlight the need to reflect on the curricular strategies that can be implemented for health professionals to better develop moral competence and decision-making, allowing for the provision of humanized health care.

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The value of a core clinical rotation in urology for medical students

Canadian Urological Association Journal ◽

10.5489/cuaj.3297 ◽

2015 ◽

Vol 9 (11-12) ◽

pp. 392 ◽

Cited By ~ 2

Author(s):

Premal Patel ◽

Jasmir G Nayak ◽

Thomas B McGregor

Keyword(s):

Medical Students ◽

Core Curriculum ◽

Medical Curriculum ◽

Foley Catheter ◽

Undergraduate Medical Students ◽

Exact Test ◽

Before And After ◽

Chi Squared ◽

Fourth Year Medical Students ◽

Mandatory Rotation

Introduction: In 2013, our institution underwent a change to the undergraduate medical curriculum whereby a clinical urology rotation became mandatory. In this paper, we evaluated the perceived utility and value of this change in the core curriculum.Methods: Third year medical students, required to complete a mandatory 1-week clinical urology rotation, were asked to complete a survey before and after their rotation. Fourth year medical students, not required to complete this rotation, were also asked to complete a questionnaire. Chi-squared and Fisher’s exact test were used for data analysis.Results: In total, 108 third year students rotated through urology during the study period. Of these, 66 (61%) completed the prerotation survey and 54 (50%) completed the post-rotation survey. In total, there were 110 fourth year students. Of these, 44 (40%) completed the questionnaire. After completing their mandatory rotations, students felt more comfortable managing and investigating common urological problems, such as hematuria and renal colic. Students felt they had a better understanding of how to insert a Foley catheter and felt comfortable independently inserting a Foley catheter. Importantly, students felt they knew when to consult urology and were also more likely to consider a career in urology. Compared to fourth year students, third year students felt urology was an important component to a family medicine practice and felt they had a better understanding of when to consult urology. Conclusion: The introduction of a mandatory urology rotation for undergraduate medical students leads to a perceived improvement in fundamental urological knowledge and skill set of rotating students. This mandatory rotation provides a valuable experience that validates its inclusion.

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Teaching Medical Advances in a Time of Crisis: A Human Microbiome Data Interpretation E-Learning Elective for Medical Students

Research Journal of Education ◽

10.32861/rje.72.68.71 ◽

2021 ◽

pp. 68-71

Author(s):

Jorge L. Cervantes

Keyword(s):

Medical Students ◽

Medical Curriculum ◽

Medical Science ◽

Human Microbiome ◽

Data Interpretation ◽

E Learning ◽

Elective Course ◽

Fourth Year Medical Students ◽

Microbiome Data ◽

Medical Advances

Medical schools were upended by the COVID-19 pandemic resulting in the suspension of all in-person educational activities, and leaving clinical clerkships on hold. Emerging medical advances need to be integrated in the undergraduate medical curriculum as evidence continues to evolve regarding their clinical application. Here, we describe an innovative distance-learning elective course developed to keep fourth-year medical students abreast of important scientific advances. Within each module, each successive entry introduced concepts with increasing complexity and included up-to-date literature material to help in the learning progression. Students’ overall satisfaction was high, as the elective helped them gain personal confidence, improved their medical and intellectual skills, increased their curiosity in medical science, and allowed them to analyze scientific literature they did not understand before.

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Teaching Medical Advances in a Time of Crisis: A Human Microbiome Data Interpretation E-Learning Elective for Medical Students

International Journal of Educational Studies ◽

10.53935/2641-533x.v4i2.157 ◽

2021 ◽

Vol 4 (2) ◽

pp. 60-64

Author(s):

Jorge L Cervantes

Keyword(s):

Medical Students ◽

Medical Curriculum ◽

Medical Science ◽

Human Microbiome ◽

Data Interpretation ◽

E Learning ◽

Elective Course ◽

Fourth Year Medical Students ◽

Microbiome Data ◽

Medical Advances

Medical schools were upended by the COVID-19 pandemic resulting in suspension of all in-person educational activities, and leaving clinical clerkships on hold. Emerging medical advances need to be integrated in undergraduate medical curriculum as evidence continues to evolve regarding their clinical application. Here, we describe an innovative distance- learning elective course developed to keep fourth year medical students abreast of important scientific advances. Within each module, each successive entry introduced concepts with increasing complexity and included up-to-date literature material to help in the learning progression. Students’ overall satisfaction was high, as the elective helped them gain personal confidence, improved their medical and intellectual skills, increased their curiosity in medical science, and allowed them to analyze scientific literature they did not understand before.

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Acute effect of sodium bicarbonate supplementation by resistant training practices

Bioscience Journal ◽

10.14393/bj-v36n4a2020-48176 ◽

2020 ◽

Vol 36 (4) ◽

Author(s):

Fanny Gonçalves De Lima ◽

Thiago Montes Fidale ◽

Gisvânia Dayane Ferreira Silva ◽

Mário Marcos De Faria ◽

Elmiro Santos Resende ◽

...

Keyword(s):

Muscle Strength ◽

Sodium Bicarbonate ◽

Lactate Concentration ◽

Blood Lactate Concentration ◽

Acute Effect ◽

The Body ◽

Time Interval ◽

Short Time Interval ◽

Significance Level ◽

Paired Samples

Currently, the use of sodium bicarbonate (SB) as an ergogenic supplement has been linked to improved performance in several high-intensity and short time interval modalities because it is a natural buffer of the body fluids of the human body. This study aimed to evaluate the acute effect of SB supplementation on muscle strength endurance of resistance training practitioners. Crossover clinical trial, placebo-controlled (PL), and single-masked, included 10 trained adult men. The maximum repetition (1RM) and exhaustion tests with 80% 1RM were performed in the extensor chair and direct thread. In all sessions, the volunteers were verbally stimulated, the total maximum repetitions in the exercises and the blood lactate concentration were measured. SB was supplemented at a dose of 0.3 g/kg body mass. Statistical analysis was performed using SPSS version 25.0. The Shapiro–Wilk test was used to evaluate the normality of the data, and the Student’s t-test was used for independent and paired samples. The size of the Cohen’s effect was calculated, and the significance level was set at p<0.05. Comparing the supplements, no significant differences were found in all variables tested. However, when comparing pretest and posttest periods, significant differences were found between lactate concentrations, with considerably large effect sizes (> 1.00). SB supplementation by endurance training practitioners induces blood alkalosis, which reduces fatigue and possibly improves muscle strength endurance. Keywords: resistance exercise, ergogenic, metabolic acidosis, muscular fatigue, performance.

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A Quantitative Assessment of the Need for Offering Counselling Services to Medical Students attending University of Zambia, School of Medicine.

Christian Journal for Global Health ◽

10.15566/cjgh.v7i2.325 ◽

2020 ◽

Vol 7 (2) ◽

pp. 93-103

Author(s):

Gretchen Slover

Keyword(s):

Medical Students ◽

Counseling Services ◽

Student Responses ◽

Counselling Services ◽

School Of Medicine ◽

Comprehensive Picture ◽

Fourth Year Medical Students ◽

The Subject ◽

The University ◽

Therapy Sessions

Background: This research was birthed in 2017 during a trip to Lusaka, Zambia, with the purpose of offering fourth-year, medical students attending the University of Zambia, School of Medicine, lectures on psychology topics as part of their clinical studies. Students were also offered brief therapy sessions where they could process thoughts and feelings causing them internal struggles. The subject of offering counseling on a regular basis was randomly discussed with the students. From these discussions the need for this research became evident, with the intent of becoming the launching pad to brainstorm the most effective ways of developing a plan to offer counseling services for all medical students attending the University of Zambia School of Medicine. Methods: An-experimental research design, consisting of completion of a 12-item questionnaire administered by paper and pen. The inclusion criteria were the fourth year, medical students attending the University of Zambia, School of Medicine. Results: The student responses revealed that most of them had little to no experience with counseling services, but a strong desire for them. Discussion: The goal of this study was to simply establish a need for an on-campus counseling service, the need of which has been established by the very students who would benefit. With the acceptance of this need, the future plan is to explore the different ways in which this need can be fulfilled with minimal costs to the Medical School Program. Conclusion: This study is the first step towards identifying the needs of the medical students and sets the ground-work for further research into the specific areas of need and mental health challenges. More specificity in the area of demographics of students will produce a more comprehensive picture of the areas of concentration for the therapists offering services.

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Awareness level of second, third and fourth year medical students toward antibiotic resistance

International Journal of Medicine in Developing Countries ◽

10.24911/ijmdc.51-1583174128 ◽

2020 ◽

pp. 953-959

Author(s):

Mohammed Afify ◽

Abdulrahman Alsaidi ◽

Naif Almatrafi ◽

Ahmed Alhazmi ◽

Abdullah Alzahrani ◽

...

Keyword(s):

Antibiotic Resistance ◽

Medical Students ◽

Fourth Year Medical Students ◽

Awareness Level

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Involvement of medical students in a surgery congress: impact on learning motivation, decision-making for a career in surgery, and educational curriculum

Wiener Medizinische Wochenschrift ◽

10.1007/s10354-020-00802-w ◽

2021 ◽

Author(s):

Ibrahim Alkatout ◽

Veronika Günther ◽

Sandra Brügge ◽

Johannes Ackermann ◽

Magret Krüger ◽

...

Keyword(s):

Decision Making ◽

Medical Students ◽

Medical Curriculum ◽

Learning Motivation ◽

Educational Curriculum ◽

Active Involvement ◽

Surgical Career ◽

Second Year ◽

Digital Surgery ◽

The Impact

SummaryDuring the preclinical period of medical school, the clinical relevance of theoretical knowledge is given little attention. Medical students of the second year were invited to participate in an interdisciplinary congress for robot-assisted and digital surgery. The students had to evaluate the impact of the congress on their learning motivation, decision-making for a career in surgery, and relevance for their educational curriculum. Participation in the congress increased their learning motivation for preclinical subjects, and significantly increased their interest in a surgical career. Most students considered active involvement in medical congresses a valuable supplement to the medical curriculum. Congress participation during the preclinical period was ranked positively by medical students. Greater learning motivation and enthusiasm for the pilot teaching project as well as for surgical disciplines were registered. Thus, early involvement of medical students in scientific congresses should be an integral part of their educational curriculum.

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Medical Student Leadership Development through a Business School Partnership Model: A Case Study and Implementation Strategy

Journal of Medical Education and Curricular Development ◽

10.1177/23821205211010479 ◽

2021 ◽

Vol 8 ◽

pp. 238212052110104

Author(s):

Timothy P Daaleman ◽

Mindy Storrie ◽

Gary Beck Dallaghan ◽

Sarah Smithson ◽

Kurt O Gilliland ◽

...

Keyword(s):

Leadership Development ◽

Medical Students ◽

Medical School ◽

Business School ◽

Medical Curriculum ◽

School Curriculum ◽

Learning Model ◽

Lessons Learned ◽

Self Awareness ◽

Program Outcomes

Background: There is an ongoing call for leadership development in academic health care and medical students desire more training in this area. Although many schools offer combined MD/MBA programs or leadership training in targeted areas, these programs do not often align with medical school leadership competencies and are limited in reaching a large number of students. Methods: The Leadership Initiative (LI) was a program created by a partnership between a School of Medicine (SOM) and Business School with a learning model that emphasized the progression from principles to practice, and the competencies of self-awareness, communication, and collaboration/teamwork. Through offerings across a medical school curriculum, the LI introduced leadership principles and provided an opportunity to apply them in an interactive activity or simulation. We utilized the existing SOM evaluation platform to collect data on program outcomes that included satisfaction, fidelity to the learning model, and impact. Results: From 2017 to 2020, over 70% of first-year medical students participated in LI course offerings while a smaller percentage of fourth-year students engaged in the curriculum. Most students had no prior awareness of LI course material and were equivocal about their ability to apply lessons learned to their medical school experience. Students reported that the LI offerings provided opportunities to practice the skills and competencies of self-awareness, communication, and collaboration/teamwork. Discussion: Adding new activities to an already crowded medical curriculum was the greatest logistical challenge. The LI was successful in introducing leadership principles but faced obstacles in having participants apply and practice these principles. Most students reported that the LI offerings were aligned with the foundational competencies.

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Interventional radiology and artificial intelligence in radiology: Is it time to enhance the vision of our medical students?

Insights into Imaging ◽

10.1186/s13244-020-00942-y ◽

2020 ◽

Vol 11 (1) ◽

Author(s):

Pierre Auloge ◽

Julien Garnon ◽

Joey Marie Robinson ◽

Sarah Dbouk ◽

Jean Sibilia ◽

...

Keyword(s):

Artificial Intelligence ◽

Interventional Radiology ◽

Clinical Practice ◽

Medical Students ◽

Medical Curriculum ◽

New Technology ◽

Large Population ◽

The Other ◽

Clinical Phase ◽

Preclinical Phase

Abstract Objectives To assess awareness and knowledge of Interventional Radiology (IR) in a large population of medical students in 2019. Methods An anonymous survey was distributed electronically to 9546 medical students from first to sixth year at three European medical schools. The survey contained 14 questions, including two general questions on diagnostic radiology (DR) and artificial intelligence (AI), and 11 on IR. Responses were analyzed for all students and compared between preclinical (PCs) (first to third year) and clinical phase (Cs) (fourth to sixth year) of medical school. Of 9546 students, 1459 students (15.3%) answered the survey. Results On DR questions, 34.8% answered that AI is a threat for radiologists (PCs: 246/725 (33.9%); Cs: 248/734 (36%)) and 91.1% thought that radiology has a future (PCs: 668/725 (92.1%); Cs: 657/734 (89.5%)). On IR questions, 80.8% (1179/1459) students had already heard of IR; 75.7% (1104/1459) stated that their knowledge of IR wasn’t as good as the other specialties and 80% would like more lectures on IR. Finally, 24.2% (353/1459) indicated an interest in a career in IR with a majority of women in preclinical phase, but this trend reverses in clinical phase. Conclusions Development of new technology supporting advances in artificial intelligence will likely continue to change the landscape of radiology; however, medical students remain confident in the need for specialty-trained human physicians in the future of radiology as a clinical practice. A large majority of medical students would like more information about IR in their medical curriculum; almost a quarter of students would be interested in a career in IR.

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