An innovative approach to teaching bioethics in management of healthcare

Abstract

The innovative approach was well accepted by the students. The introduction of movies in the courses of bioethics had the potential to provide vivid illustrations of bioethical issues and to contribute to the exploration of specific theses and arguments. The presentation and discussion should be preceded by accumulation of theoretical knowledge. The future of effective bioethics education lays in the interactive involvement of students.

The influence of ethics education on awareness of nursing students with no clinical experience regarding the code of ethics: A case study

“…The results of this study were in line with those of studies [20,21] suggesting that creative approaches to nursing ethics education are well received by students. In the future, ethics educators need to consider using various teaching methods to sustain students' interest in topics related to ethics.…”

Conhecimento sobre ética médica e resolução de conflitos na graduação

“…It is apparent from these results that students who have studied specific subjects value the theme more, feeling that it is necessary to continue studying and learning the subject. Other research shows that many students prefer broader ethics teaching 6,22 and with active methodologies [28][29][30][31] .…”

“…In the case involving medical records and its confidentiality, the difference in correct answers between G1 and G2 was less than 2.5%, justified by passive learning of the entire sample in emergency rooms, outpatient clinics, hospitals and even on group talks between professionals and colleagues 2,4,7,28 . However, deficiencies in formal ethics teaching are visible, being insufficient for the learning of a subject so complex 1,2,30,32 .…”

“…However, this research revealed low overall performance of G1, which, when added to the cases of superior performance of G2, shows that the instruction of students, even among those who attended at least one of the two disciplines that address medical ethics, is insufficient to deal with other dilemmas. To reverse this situation, medical ethics should be addressed in more than one moment in graduation, facilitating the clinical application of the concepts learned 1,2,[30][31][32]39 . The university where this research was conducted seeks to correct this flaw with the inclusion of the academic discipline Medical Ethics and Communication Skills.…”

“…It is necessary, in addition to longer time of contact with the theme, that diversified methods be used in the learning process. There are several nontraditional teaching resources that can be applied in this case, such as movies, dilemma scenarios, casuistry, stagings, theatre plays, simulations, video conferences, seminars, lectures, workshops and case discussions 1,3,5,[29][30][31][32]34,38,39,41 .…”