Helping medical students to find their moral compasses: ethics teaching for second and third year undergraduates

Roff, Sue; Preece, Peter F. W.

doi:10.1136/jme.2003.003483

Cited by 52 publications

(35 citation statements)

References 18 publications

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“…Future doctors and medical students must be provided excellent scientific knowledge within the context of the moral basis of their relationship with the patients and they must understand how the human values are embedded in clinical decision making. Though the current curriculum includes the topics related to ethics and there are studies stressing the importance of incorporating ethical and legal issues into medical curricula [17][18][19], still the traditional medical training offers little help in resolving the practical ethical problems encountered by healthcare professionals. There are opinions and debate on the subject of inclusion of formal education of practical ethics in medical curricula [20] as it has been found that ethics teaching has a profound influence on medical professionals' attitudes and decision making [21,22].…”

Section: Introductionmentioning

confidence: 99%

Knowledge, Attitudes and Practices of Bioethics among Doctors in a Tertiary Care Government Teaching Hospital in India

Mohammad¹,

Ahmad²

2011

J Clinic Res Bioeth

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Human subjects' participation in medical research has often raised ethical concerns. After Nazi exploitation; various Guidelines & Declarations were prepared, but still unethical behaviour of healthcare practitioners is being reported. After graduation and entering into practical field; sudden exposure to challenges makes it difficult to take decisions, which shows a lacuna in traditional medical training. There are debates about inclusion of practical ethics in medical curricula. Present study assesses the knowledge, attitude and practices of healthcare ethics among doctors in a government teaching hospital. A self-administered structured questionnaire was devised, tested and distributed (n = 172). Faculty and residents were compared using Chi square test and the residents' responses in different years of residency were compared using Chi square test followed by Kendall's tau-c test to find correlation. Faculty was more aware of the guidelines. About 77.8% faculty and 48.5% residents were aware of Institutional Ethical Committee (IEC), and about 37.5% from faculty and 23.5% from residents were satisfied with IEC. Faculty encountered ethical problems more often (62.5% vs 45.5%) than residents. Source of knowledge of bioethics was multiple. Departmental lectures were not preferred mode of learning (8.8%). Colleague was most preferred mode of consultation for any problem. Some residents faced ethical problem in publication. All faculty and 94.1% residents felt the need for further education on bioethics. There was negative correlation (-0.3, p<0.001) between the frequency of ethical problems and residency years. There is an urgent need to include formal training of practical ethics and make departmental learning more interesting.

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Section: Introductionmentioning

confidence: 99%

Knowledge, Attitudes and Practices of Bioethics among Doctors in a Tertiary Care Government Teaching Hospital in India

Mohammad¹,

Ahmad²

2011

J Clinic Res Bioeth

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“…Aunque un ME puede efectivamente presentar una actitud integral considerando al paciente en su contexto bio-psico-social, la opinión informal considera esta situación como la excepción, siendo la regla una atención fragmentada por especialidades 2,11,12 .…”

Section: N V E S T I G a C I ó N Rev Méd Chile 2009; 137: 865-872unclassified

“…Además, residentes en formación como especialistas son reconocidos como modelos de conducta y ejemplo a seguir de los estudiantes 9 . Considerando que la formación de actitudes, pautas morales y conductas ocurre esencialmente en actividades prácticas 11 , no es raro que en el internado de sexto y séptimo año (periodo casi exclusivamente práctico y estructurado por especialidades) repunte la intención de ser ME y la tendencia a practicar una medicina orientada a la especialidad.…”

Section: N V E S T I G a C I ó Nunclassified

Tendencia en el estudiante de medicina a ejercer como médico general o especialista

L³

et al. 2009

Rev. méd. Chile

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“…La universidad debe educar a los futuros profesionales de la salud en principios que los lleven a respaldar el derecho universal del hombre a la salud y el respeto a su integridad en el marco de la investigación científi-ca (8,9). Los estudios llevados a cabo por estudiantes de pre y posgrado de estomatología se deben regir por normas y principios éticos nacionales e internacionales; sin embargo, la falta de formación ética ha originado deficiencias en su aplicación.…”

Section: Desafíosunclassified

Inclusión De La Ética Y Bioética en La Formación De Pre Y Posgrado Del Cirujano-Dentista en Perú

Rupaya

Rosa²

2008

Acta bioeth.

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Resumen: Se revisan aspectos de la inclusión de la ética y bioética en la formación de pre y posgrado del cirujano-dentista en Perú. Desde el punto de vista de la formación del docente, se analiza la presencia de normatividad ética en la investigación científica que genera la universidad, así como los conocimientos y actitudes vinculados con la ética y bioética en la formación del odontólogo. Se concluye que es un compromiso fomentar un cambio de paradigma, a través de un movimiento masivo que involucre los ámbitos familiar, profesional y académico, con el fin de integrar la reflexión ética en nuestro diario proceder.Palabras clave: ética, bioética, formación del odontólogo ETHICS AND BIOETHICS INCLUSION IN GRADUATE AND POSTGRADUATE SURGEON-DENTIST CAREER IN PERUAbstract: This article focuses on the need to examine the graduate and postgraduate studies of the surgeon-dentist in Peru.The presence of an ethic normative in scientific investigation generated by the University is analysed from the training of the professor's point of view. The paper also focuses on the knowledge and attitudes entailed with ethics and bioethics in the odontologist's shaping. The paper deduces that a change of paradigm is an engagement that has to be encouraged through a massive movement that should involve family and academic contours aiming at integrating ethical refection in our daily proceedings. Key words: ethics, bioethics, odontologist's formation INCLUSÃO DA ÉTICA E BIOÉTICA NA FORMAÇÃO DE GRADUAÇÃO E PÓS-GRADUAÇÃO DO CIRURGIÃO DENTISTA NO PERUResumo: Revisam-se aspectos da inclusão da ética e bioética na formação de graduação e pós-graduação do cirurgião dentista no Peru. Do ponto de vista da formação do docente, analisa-se a presença de normatividade ética na pesquisa científica que a universidade gera, assim como os conhecimentos e atitudes vinculados à ética e bioética na formação do odontólogo. O artigo conclui que é um compromisso fomentar uma mudança de paradigma, através de um movimento massivo que envolva os âmbitos familiar, profissional e acadêmico, com o objetivo de integrar a reflexão ética no trabalho diário.

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Helping medical students to find their moral compasses: ethics teaching for second and third year undergraduates

Cited by 52 publications

References 18 publications

Knowledge, Attitudes and Practices of Bioethics among Doctors in a Tertiary Care Government Teaching Hospital in India

Knowledge, Attitudes and Practices of Bioethics among Doctors in a Tertiary Care Government Teaching Hospital in India

Tendencia en el estudiante de medicina a ejercer como médico general o especialista

Inclusión De La Ética Y Bioética en La Formación De Pre Y Posgrado Del Cirujano-Dentista en Perú

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