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 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 The fundamental role of storytelling and practical wisdom in facilitating the ethics education of junior doctors

2019 ◽  
pp. 136345931988910
Author(s):  
Alexis Paton ◽  
Ben Kotzee
Keyword(s):  
Medical Ethics ◽  
Thematic Analysis ◽  
Role Models ◽  
Ethics Education ◽  
Practical Wisdom ◽  
Qualitative Approach ◽  
Junior Doctors ◽  
Moral Exemplars ◽  
Medical Ethics Education

Practical wisdom is a key concept in the field of virtue ethics, and it has played a significant role in the thinking of those who make use of virtue when theorising medical practice and ethics. In this article, we examine how storytelling and practical wisdom play integral roles in the medical ethics education of junior doctors. Using a qualitative approach, we conducted 46 interviews with a cohort of junior doctors to explore the role doctors feel phronesis has in their medical ethics practice and how they acquire practical wisdom through storytelling as an essential part of their medical ethics education. Through thematic analysis of the interviews, we discuss the key role storytelling about moral exemplars and role models plays in developing medical ethics education, and how telling stories about role models is considered to be one of the most useful ways to learn medical ethics. We finish by developing an argument for why practical wisdom should be an important part of medical ethics training, focusing on the important role that phronesis narratives should have in teaching medical ethics.

scholarly journals The Essential Role of Medical Ethics Education in Achieving Professionalism

2015 ◽  
Vol 90 (6) ◽  
pp. 744-752 ◽  
Author(s):  
Joseph A. Carrese ◽  
Janet Malek ◽  
Katie Watson ◽  
Lisa Soleymani Lehmann ◽  
Michael J. Green ◽  
...  
Keyword(s):  
Medical Ethics ◽  
Essential Role ◽  
Ethics Education ◽  
Medical Ethics Education

scholarly journals Team-Based Learning in Medical Ethics Education: Evaluation and Preferences of Students in Oman

2020 ◽  
Vol 19 (3) ◽  
Author(s):  
Miriam Simon
Keyword(s):  
Health Care ◽  
Medical Ethics ◽  
Ethics Education ◽  
Care Ethics ◽  
Assessment Instrument ◽  
Health Care Ethics ◽  
Medical Ethics Education ◽  
Team Based Learning ◽  
Ethics Course ◽  
The Impact

Objectives: The purpose of this study was to explore the impact of integrating team-based learning sessions in undergraduate medical ethics education. Though used effectively in other pre-clinical courses, team-based learning is not frequently used in medical ethics education. Student’s accountability for learning, preference for team-based learning, and satisfaction were studied. Methods: Three team-based learning sessions covering focal topics in medical ethics was introduced in the pre-clinical Health Care Ethics course for students at the College of Medicine and Health Sciences, National University of Science and Technology. On the completion of three modules, the team-based learning student assessment instrument (TBL-SAI) by Heidi Mennenga was used to evaluate student perceptions. To this aim, 118 students who had registered for the Health Care Ethics course completed the survey. Results: The findings indicated that students reported a positive experience of team-based learning in medical ethics education. Students also indicated high accountability for their learning, a high preference for team-based learning to lectures in the medical ethics course, and high satisfaction. Conclusions: Team-based learning is thus preferred by students to cover topics and courses in medical ethics. Integrating team-based modules in medical ethics education will enhance self-directed learning, improve teamwork, and help students effectively recall and apply information. It is therefore recommended to integrate team-based learning sessions in medical ethics education.

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 Medical ethics education

2015 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
R M Piryani
Keyword(s):  
Health Care ◽  
Medical Ethics ◽  
Health Care Professionals ◽  
Teaching And Learning ◽  
Ethics Education ◽  
Early Stage ◽  
Healthcare Decision ◽  
Quality Healthcare ◽  
Medical Ethics Education ◽  
The Times

Ethics education is essential for everyone but indispensable for health care professionals. Health care professionals must strive for excellence as much as possible. The moral duty of health care professionals is to do the best for their patients and take healthcare decision based on evidence and clinical, technical and ethical ground. However, most of the times ethical aspects are either ignored, undermined or overlooked. There seems to be some gap in teaching and learning and its application in practice. The fundamental idea to teach medical ethics at undergraduate level is to sow the seeds to ethics at an early stage in the minds of health care professionals to deliver excellent health care to the community. All religions prescribe ethical and moral behaviour and thought for their followers. Hinduism through Bhagwat Gita preaches karma as the only dharma, Islam speaks of Khuluq, Buddhism of the 10 meritorious deeds, Jainism of three ratnas, Christianity of service and stewardship. Let’s invest our efforts in enhancing medical ethics education in our institutions besides technical education and produce quality healthcare professionals who can take healthcare decision based on evidence, and clinical, technical and ethical ground.DOI: http://dx.doi.org/10.3126/jcmc.v5i1.12557

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