Changing the channel on medical ethics education: systematic review and qualitative analysis of didactic-icebreakers in medical ethics and professionalism teaching

Rattani, Abbas; Kaakour, Dalia; Syed, Raafay H; Kaakour, Abdul-Hadi

doi:10.1007/s40592-020-00120-2

Cited by 2 publications

(1 citation statement)

References 39 publications

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“…Medical professionalism has received increased attention in medical education recently as part of physician competence [ 6 ] and is considered an important outcome in Saudi Meds (a competence specification for Saudi medical graduates) [ 7 ]. Novel approaches including visual aids are being used to teach professionalism because of its importance [ 3 ]. In teaching professionalism, particularly for medical students and residents, the use of case vignettes is recommended because it boosts student centered learning, integrity, feeling empathetic towards patients, and facilitating collaboration through reflection [ 8 ].…”

Section: Introductionmentioning

confidence: 99%

Physicians’ professionalism from the patients’ perspective: a qualitative study at a single-family practice in Saudi Arabia

AlFaris,

Irfan,

Abouammoh

et al. 2023

BMC Med Ethics

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Introduction Professionalism is a crucial component of medical practice. It is a culturally sensitive notion that generally consists of behaviors, values, communication, and relationships. This study is a qualitative study exploring physician professionalism from the patients’ perspective. Methods Focus group discussions with patients attending a family medicine center attached to a tertiary care hospital were carried out using the four gates model of Arabian medical professionalism that is appropriate to Arab culture. Discussions with patients were recorded and transcribed. Data were thematically analyzed using NVivo software. Results Three main themes emerged from the data. (1) In dealing with patients, participants expected respect but understood delays in seeing physicians due to their busy schedules. In communication, participants expected to be informed about their health conditions and to have their questions answered. (2) In dealing with tasks, participants expected proper examination and transparency of diagnosis, but some expected the physician to know everything and did not appreciate them seeking outside opinions. They expected to see the same physician at every visit. (3) In physician characteristics preferences, participants preferred friendly smiling physicians. Some cared about the outer appearance of the physician whereas others did not. Discussion/conclusions The findings of the study explained only two themes of the four gates model namely dealing with patients and dealing with tasks. Cultural competence and how to benefit from patients’ perceptions to be an ideal physician should be incorporated into the process of physicians’ training.

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Section: Introductionmentioning

confidence: 99%

Physicians’ professionalism from the patients’ perspective: a qualitative study at a single-family practice in Saudi Arabia

AlFaris,

Irfan,

Abouammoh

et al. 2023

BMC Med Ethics

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Trigger films to teach core competencies of ethics and professionalism to first-year medical and nursing students

Gangwani

Singh

Khaliq

2022

Advances in Physiology Education

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Purpose: Professionalism and Communication were formally introduced in India's Competency based Curriculum (CBC) as part of the five roles of an Indian Medical Graduate and ten core competencies in the Bachelor of Science Nursing program. It may be challenging to teach the complexity of clinical medical ethics to undergraduate students at a young age in the absence of direct patient interaction. Trigger films (TFs) are brief (3-10-minute) clips that have been used in the West to provoke debate, promote reflection, and assist trainees in dealing with ethical dilemmas. The aim of this study was to determine if TFs can be used to teach professionalism and ethics to undergraduate medical and nursing students as an innovative and interesting tool. And, to see if it results in any changes in knowledge. Methods: A 2-hour module supported by an introductory PowerPoint presentation and using four TFs on the four pillars of ethics (beneficence, nonmaleficence, autonomy, and justice) was developed and piloted in the foundation course for the new cohort of medical and nursing students. Quantitative, open-ended feedback was taken from learners after module delivery and knowledge was assessed using a retrospective pre-post questionnaire. Results: The majority of students found TFs an innovative and interesting tool to teach medical ethics. There was a gain in the knowledge of autonomy (52%), beneficence (48%), non-maleficence (46%) and justice (38%). Conclusion: TFs can be effective tools to impart core competencies in ethics and professionalism to both nursing and medical students in the new CBC.

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Changing the channel on medical ethics education: systematic review and qualitative analysis of didactic-icebreakers in medical ethics and professionalism teaching

Cited by 2 publications

References 39 publications

Physicians’ professionalism from the patients’ perspective: a qualitative study at a single-family practice in Saudi Arabia

Physicians’ professionalism from the patients’ perspective: a qualitative study at a single-family practice in Saudi Arabia

Trigger films to teach core competencies of ethics and professionalism to first-year medical and nursing students

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