Medical Studentsʼ Cases as an Empirical Basis for Teaching Clinical Ethics

Huijer, Marli; Leeuwen, Esther van; Boenink, A. D.; Kimsma, Gerrit K.

doi:10.1097/00001888-200008000-00017

Cited by 36 publications

(31 citation statements)

References 9 publications

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“…Engaging student in the learning process, using case based method and being a team player was found, form student's perspectives, to be more enjoyable, more motivating and more encouraging to ask ques-tions (Huijer et al, 2000).…”

Section: Discussionmentioning

confidence: 99%

“…Based on this idea, several methods have been used for teaching ethics to medical students in attempts to motivate students and engage them in the learning process. These methods include, but not limited to the following: problem based learning and small group discussion (Heidari et al, 2013), case based learning (Williams, 2005;Loewy, 1986;This Tlethwaite et al, 2012;Osborne & Martin, 1989;Fasser et al, 2007;Huijer et al, 2000), team-based learning (Chung et al, 2009), using films and web-based discussion (Self et al, 1993;Halkoaho et al, 2013) and standardized patients (Edingar et al, 1999). All these methods have focused on helping students to learn ethical reasoning and resolution of ethical issues and dilemmas, mostly based on discussion of cases.…”

Section: Introductionmentioning

confidence: 99%

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Case-Based Teaching of Ethics Ethical Challenges Raised by Undergraduate Medical Students during a Bioethics Course (What Students Bring to the Classroom?)

Alyousefi¹,

Jarallah²,

Alrowais³

2016

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Teaching ethics for undergraduate medical students provides an excellent opportunity to equip them with essential skills to deal with ethical dilemmas that they may face in their future career. Teaching bioethics is challenging for clinical teachers. The current study reports on one of the assignments in which the students present a real case with analysis of the relevant ethical issues. Each student registered in ethics course writes a report analyzing an ethical case. The report was carefully read and the most prominent three ethical issues in the incident were identified, any related additional comments or details were noted. The data collection forms were analyzed using SPSS version 22. About half of the incidents (49%) occurred in government hospitals. Of the total incidents, most of the incidents occurred in the outpatient care (42.9%), inpatient care (22.7%), and emergency room (20.6%). About one third of the cases were related to patient autonomy and choice (30.4%), followed by confidentiality and privacy issues (21.1%). Informed consent represented 8%, medical errors (6.1%), necessity issues (4.9%), abortion (4.5%) and professionalism (4%). Students were able to recognize the ethical issues in the cases, which indirectly reflected their ethical sensitivity. They were able to utilize the ethical principles they learned during the course and apply these principles. They were able to recognize, analyze, and criticize unethical and unprofessional behaviors of their own clinical teachers. Students experiences with ethical issues reflected in the cases are important and beneficial.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Case-Based Teaching of Ethics Ethical Challenges Raised by Undergraduate Medical Students during a Bioethics Course (What Students Bring to the Classroom?)

Alyousefi¹,

Jarallah²,

Alrowais³

2016

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“…Em nosso estudo, mais da metade dos estudantes procuraram profissionais para discutir o caso confrontado, mas, ainda assim, fica uma lacuna quanto a seu grau de satisfação e esclarecimento. Tal lacuna também é ressaltada por Hunjer et al 19 , que alertam para a necessidade de investigar este aspecto em estudos futuros.…”

Section: Discussionunclassified

Problemas éticos relatados por internos com ênfase na saúde da criança

Barbosa

Guedert

Grosseman

2013

Rev. bras. educ. med.

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“…Se requiere de una base empírica para el buen desarrollo de la cátedra de EMB en Medicina y ella sólo puede ser obtenida con la participación directa del estudiantado que realiza la práctica clínica (5). Obviamente, para que esto pueda darse se requiere también de la disposición adecuada de las diversas instancias de la Facultad y de los sitios donde se llevan a cabo las rotaciones.…”

Section: Discussionunclassified

La Formación Ética De Los Estudiantes De Medicina: La Brecha Entre El Currículo Formal Y El Currículo Oculto

Süárez-Obando

Amado

2007

Acta bioeth.

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Resumen: Tomar decisiones acertadas desde el punto de vista ético-moral en medicina es un asunto complejo y aprender a hacerlo debe constituir uno de los objetivos del entrenamiento médico. Una forma de contribuir a lograrlo es integrar una completa formación teórica en Ética Médica y Bioética con una verdadera correlación frente a lo vivido en la práctica clínica. Tener en cuenta lo que sienten y piensan los estudiantes al respecto es un buen referente para comenzar. En el presente artículo se presentan los resultados de un taller sobre el tema, llevado a cabo con estudiantes de medicina en Palabras clave: dilemas éticos, práctica clínica, currículo, educación médica ETHICS TRAINING OF MEDICAL STUDENTS: THE GAP BETWEEN THE FORMAL CURRICULUM AND THE HIDDEN CURRICULUMAbstract: To take right decisions in medicine from an ethical-moral point of view is a complex matter and to learn to do it must constitute one of the goals of medical training. A way to contribute to achieve this is to integrate a complete theoretical training in Medical Ethics and Bioethics with a true correlation in clinical practice experience. To take into account what students think and feel about the issue is a good reference to start. In the present paper the results on a raise in the workshop development. Key words: ethical dilemmas, clinical practice, curriculum, medical education A FORMAÇÃO ÉTICA DOS ESTUDANTES DE MEDICINA: A DISTÂNCIA ENTRE O CURRÍCULO FORMAL E O CURRÍCULO OCULTOResumo: Tomar decisões acertadas do ponto de vista ético-moral em Medicina é uma questão complexa e aprender a fazê-las constitui-se em um dos objetivos da formação médica. Uma forma de contribuir a esta questão é integrar uma ampla formação teórica de Ética Médica e Bioética relacionando-a à vivência na prática clínica. Levar em conta o que sentem e pensam os estudantes a respeito desta questão é um bom referencial inicial. O presente artigo apresenta os Palavras chave: dilemas éticos, prática clínica, currículo, educação médica

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Medical Studentsʼ Cases as an Empirical Basis for Teaching Clinical Ethics

Cited by 36 publications

References 9 publications

Case-Based Teaching of Ethics Ethical Challenges Raised by Undergraduate Medical Students during a Bioethics Course (What Students Bring to the Classroom?)

Case-Based Teaching of Ethics Ethical Challenges Raised by Undergraduate Medical Students during a Bioethics Course (What Students Bring to the Classroom?)

Problemas éticos relatados por internos com ênfase na saúde da criança

La Formación Ética De Los Estudiantes De Medicina: La Brecha Entre El Currículo Formal Y El Currículo Oculto

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