Bioethics in Education

Morales-González, Ángel; Tirado-Lule, Judith Margarita; AlejandroGonzález-Cisneros,; López-De-León, Edgar Omar; Morales, Alberto Sanchez; Granados, Héctor Manuel Manzanilla

doi:10.5772/intechopen.74519

Cited by 9 publications

(4 citation statements)

References 14 publications

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“…These principles anchor on andragogy which is characterised by the use of self-direction, transformation, experience, mentorship, mental orientation, motivation, and readiness to learn (Gouthro, 2019). Andragogy has proven as the most appropriate methodology for teaching bioethics which ensures that students are motivated to learn, are able to relate to past experiences in the area of interest, and are eventually able to make moral judgments from their environment and current situations they experience (Morales-González et al, 2018). This is evident from the research training that was undertaken which showed that effective learning was achieved through the use of experiential learning, where participants were able to share experiences from the past research undertaken and relate it to the subject of discussion during the sessions.…”

Section: Discussionmentioning

confidence: 99%

Opportunities and Lessons Learnt from conducting Research Ethics Training to Staff at a Health Non-Governmental Organization in Nairobi, Kenya

Opanga

2022

East Afr. j. health sci.

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Despite efforts to create awareness and sensitise healthcare workers to research ethics through various programs in Kenya, most staff from non-governmental organisations (NGOs) are yet to be reached with Bioethics Training. There is an increase in the number of studies conducted by NGOs. However, most of the staff have inadequate knowledge of research ethics. This issue could result in potential harm to study participants. This paper highlights opportunities and lessons learnt from conducting research ethics training for staff at a health NGO in Kenya. The project entailed 5 weeks of training with one-and-half-hour sessions conducted once per week between May to June 2018. The project targeted 15 trainees from the Amref Kenya Country office. The selection was voluntary following the research manager’s email circulation of the training. Interactive training methodologies including lecture method using slides, Class discussions of case studies, use of short clip videos and student presentations were used in facilitating the sessions. The majority of the participants were female (n=12, 80%), project officers (n=9, 60%) and had worked in the organisation for more than 5 years (n=7, 46.7%). Participants appreciated the use of video clips as a teaching tool in bioethics because it helped them understand the magnitude of the effects of conducting ethical research and unethical research, made the participant visualise and think through how they have been conducting research and made the class interactive. Experiential learning emerged as a key tool to promote learning when conducting bioethics training during class discussions. Mentorship from conceptualisation of the idea, planning and execution conducted by faculty of the training institution contributed to better use of teaching methodologies, improved interactions from participants hence better learning outcomes. Therefore, when teaching research ethics, applying an andragogy teaching style characterised by the use of Interactive training methodologies and experiential learning promotes optimal learning and critical thinking skills among learners. Mentorship of young trainers in bioethics is key to enhancing learning and improving training outcomes.

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Section: Discussionmentioning

confidence: 99%

Opportunities and Lessons Learnt from conducting Research Ethics Training to Staff at a Health Non-Governmental Organization in Nairobi, Kenya

Opanga

2022

East Afr. j. health sci.

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“…With particular insights and influences from various philosophies, all theories of biomedical ethics try to arrive at the best way to honorably and justly treat patients [13]. Recent research suggests the study of bioethics would benefit from methodological study from all perspectives, whether bioscience or the humanities, as the patient in which it seeks to serve may be influenced by more worldviews than one [14].…”

Section: The Lingua Franca Of Bioethicsmentioning

confidence: 99%

“…As language, ethics, and cognition are inherently intertwined [16], there is a need to study all forms of communicative value [including that of the orthonym] from various perspectives including bioethics [14]. Communication between clinics Biomedical Ethics and Communicative Maxims: Case Studies in Outpatient Health DOI: http://dx.doi.org /10.5772/intechopen.93233 and communities must respect and abide by ethical institutions to do no harm [17].…”

Section: Communication In Healthcarementioning

confidence: 99%

Biomedical Ethics and Communicative Maxims: Case Studies in Outpatient Health

Rothewelle¹

2021

Bioethics in Medicine and Society

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Effectual and ethical healthcare communication is essential in medicine. Health communication not only includes taking medical histories and communicating diagnoses with patients, but its scope is also far broader. In light of recent research that suggests the importance of communication in health, this case study argues more ethical and communicative oversight that may be merited. This case study examines orthonyms associated with dental clinics. The orthonym, or proper noun, as a form of healthcare communication is a communicative practice influencing outpatient health. This communicative entity was selected as it is previously unstudied and adequately narrow so as to be analyzed without tangent. This chapter endorses the amalgamation of communicative maxims and bioethical principles as a backbone for effective and ethical healthcare communication. A framework uniting these maxims and principles is provided.

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“…In October 1996, in its Fourth Session, the IBC prepared an information document on the topic "Bioethics and Women," to give visibility to a theme that was already vigorous at the time and that required more considerable attention (UNESCO 1996). At this meeting, bioethics, as an institution, formalized its recognition in the face of the pressing need for a more in-depth study on gender equality, from the perspective of human rights and within the scope of its field of action (Lorraine 2001).…”

Section: Bioethical Approach Related To Gender Equalitymentioning

confidence: 99%

Gender Equality Indicators in Higher Education: SDG 5 Perspective and Bioethical Approach

Carlotto¹,

Pereira²,

Dinis³

2020

Encyclopedia of the UN Sustainable Development Goals

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In this topic, the objective is to identify and clarify the concepts predominantly used in this article, so that they can make sense and be understood in the context of gender equality in the higher education. Therefore, the most used terms include Bioethics is an area of inter and transdisciplinary study that involves Ethics and Biology, based on the ethical principles that govern life and its ethical dilemmas, emerging as a reflexive response on human interactions in society and in their environments. The bioethical principles are the model of bioethical analysis traditionally used and of great application in clinical practice in most countries is the principalist, introduced by Beauchamp and Childress (1979). These authors propose four fundamental bioethical principles: autonomy, beneficence, non-maleficence, and justice, in a prima facie sense. However, these principles can be expanded according to the bioethical line adopted in a given reality, to obtain a reflection on an ethical dilemma. The gender equality is the concept that defends social equivalence between the sexes, with equal opportunities for men and women. Gender equity, in turn, refers to equity in treatment for women and men, according to their respective needs. It is important to clarify the concept surrounding the Sustainable Development Goals of the 2030 Agenda (SDG). These Goals are a collection of 17 global goals designed to be a model for achieving a better and more sustainable future for everyone. The SDGs, established in 2015 by the United Nations General Assembly and expected to be reached by 2030, are part of UN Resolution 70/1, the 2030 Agenda.

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Bioethics in Education

Cited by 9 publications

References 14 publications

Opportunities and Lessons Learnt from conducting Research Ethics Training to Staff at a Health Non-Governmental Organization in Nairobi, Kenya

Opportunities and Lessons Learnt from conducting Research Ethics Training to Staff at a Health Non-Governmental Organization in Nairobi, Kenya

Biomedical Ethics and Communicative Maxims: Case Studies in Outpatient Health

Gender Equality Indicators in Higher Education: SDG 5 Perspective and Bioethical Approach

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