Explaining the Opinions of Medical Students Regarding Professional Ethics Conflicts Using reflective thinking

Abstract

Background: Graduates of medical fields in the work environment in different care positions will face complex ethical decisions, in which lack of proper preparation reduces their efficiency. Therefore, this study was designed with the aim of explaining the opinions of medical students regarding the conflicts of professional ethics to understand the reasoning and ethical decision-making of medical students. Methods: This study was of a quantitative content analysis type with a qualitative approach. The sampling method was purposeful and the participants consisted of 4th and 5th-year medical students, during their medical ethics course. Narrative rethinking was used to obtain students' opinions, and their manuscripts, regarding conflicts of professional ethics, were analyzed. In order to analyze written narratives, Summative content analysis (quantitative) and MAXQDA10 software were used. Results: In the current research, the manuscripts of 60 medical students including 35 female students and 25 male students were analyzed. The participants were taking the medical ethics course for the first time, without any previous training history in this regard. The results obtained from students' opinions regarding medical ethics conflicts included the following in order of frequency: the lack of proper communication between physician and patient, medical malpractice, autonomy and obtaining informed consent, professional behavior, regarding not truth-telling, not providing information, confidentiality, the determination of decision-making capacity, error in medical education, ethical considerations of the beginning and end of life, and conflict about medical error. Conclusion: The nature of the medical field and the provision of medical services to clients causes medical students to face ethical challenging situations. Nevertheless, the provision of appropriate training by medical ethics instructors leads to the acquisition of sufficient knowledge and skills in students so that they can act ethically in such worrying situations. Recognizing moral conflicts helps students' belief in the re-formation of the hidden curriculum, in the educational environment of the universities.