Teaching, learning and assessment of medical ethics at the UK medical schools

Brooks, Lucy; Bell, Dominic

doi:10.1136/medethics-2015-103189

Cited by 26 publications

(25 citation statements)

References 16 publications

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“…Ethical committees can engage in helping physicians make decisions in cases of ethical dilemma by promoting ethics discussions, education, resolution of dilemmas, and establishing guidelines. Globally, there is documented shortage in the teaching of ethics to undergraduate students and knowledge about ethics issues and how to deal with them among practicing physicians [27][28][29][30].…”

Section: Discussionmentioning

confidence: 99%

Top Ethical Issues Concerning Healthcare Providers Working in Saudi Arabia

Almoallem

Almudayfir

Al-Jahdail

et al. 2020

JEGH

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Background: Healthcare providers working in Saudi Arabia come from various nationalities, cultures, and training backgrounds. This study aimed to assess the perceptions of healthcare providers working in Riyadh hospitals about ethical dilemmas and solutions. Methods: This is a cross-sectional study among physicians working in Riyadh's private and governmental hospitals between June and December 2017. The study collected information on demographics, knowledge about medical ethics, the sources of such knowledge, and common ethical issues in general and the top ethical issues and dilemmas encountered in their daily practice. Results: A total of 455 physicians from government and private hospitals were enrolled in the study. The mean age of the participants was 34.29 ± 10.5 years, females were 29.7% and mean years of practice was 13.0 ± 11.5. The top ethical issues identified by the participants were "disagreement with the patients' relatives about treatment" (91%), patient disagreement with decisions made by professionals (84%), treating the incompetent patient (79%), conflict with administration policy and procedures (77%), scarcity of resources (72%), and making decision about do-not-resuscitate or life-sustaining treatment (68%). There were significant differences in dealing with ethical issues in relation to gender, confidence about ethical knowledge, nationality, seniority, training site, and private or government hospitals academic and nonacademic. Conclusion: Healthcare providers in Riyadh hospitals face multiple ethical challenges. In addition to improvement in ethics knowledge through educational program among healthcare professional, there is a valid need for healthcare professionals and other sectors within society to engage in serious and continuous dialogue to address these issues and propose recommendations.

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Section: Discussionmentioning

confidence: 99%

Top Ethical Issues Concerning Healthcare Providers Working in Saudi Arabia

Almoallem

Almudayfir

Al-Jahdail

et al. 2020

JEGH

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“…Many medical schools include medical ethics curriculum as a separate course in the first or second year in the format of lectures or tutorials (Fox et al 1995). In the UK one study reported that only 45% of schools taught ethics and as a separate topic with the majority reporting that it is taught in classrooms (Brooks & Bell 2017). The majority of teachers of medical ethics in China have backgrounds in humanities or social sciences rather than in medicine and there is a tendency to teaching the theories and principles of ethics whilst not relating them to clinical practice ethical dilemmas (Sherer et al 2017).…”

Section: Description Of a New Education Methods Or Toolmentioning

confidence: 99%

Simulation: Teaching Medical Ethics to First Year Medical Students within the United Arab Emirates

Henderson¹,

Ballard²,

Alsuwaidi³

et al. 2018

MedEdPublish

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In today's healthcare world it is important to equip medical students with the knowledge, challenges and solutions to handle ethical dilemmas. Whilst there is no recommended format for how medical ethics should be taught it is recognized that students prefer a learnercentred approach. In a new medical college within the United Arab Emirates a simulation based medical education approach was adopted for first year, semester one medical students to support the taught theoretical underpinnings. Simulation scenarios which focused on the main ethical principles as well as the Islamic principles particularly in relation to the beginning and end of life were developed. Students were exposed to a variety of scenarios and were required to interact with standardized patients. Feedback from the students showed that 100% of them were in agreement that the simulation scenarios helped to support the theory taught in class. Simulation based medical education has the opportunity to enhance the undergraduate medical curriculum as well as to raise awareness of ethical dilemmas that students will face when qualified.

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“…Barriers to evaluation lead to inadequacy in this area and there are few consequences for the lack of ethical evaluation. 19 This process indicates that teaching professional ethics is not ideal. Therefore, it is urgent to prepare and modify the curriculum of professional ethics and include it in the educational content in order to promote the capabilities of the teachers in nurturing professional ethics in the students.…”

Section: Introductionmentioning

confidence: 99%

<p>The Hidden Curriculum Challenges in Learning Professional Ethics Among Iranian Medical Students: A Qualitative Study</p>

Safari¹,

Khatony²,

Tohidnia³

2020

AMEP

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Background: Medical ethics is a vital quality for the doctors which has been seriously taken into consideration in recent years. Identifying the factors affecting medical ethics may help to develop more effective ways to promote this quality in medical education. This study was aimed to explain the challenges of hidden curriculum in learning the professional ethics among Iranian medical students. Materials and Methods: This qualitative study was performed on 15 medical interns of Kermanshah University of Medical Sciences in 2019 using grounded theory (GT). Sampling was started by purposive sampling and continued through theoretical sampling until complete data saturation. Data collection and analysis were done simultaneously. Data were interpreted by the constant comparative method according to Strauss and Corbin's approach. Results: The results showed that the challenges of hidden curriculum for learning the professional ethics by medical students included a number of key concepts. Analyzing these concepts and taking into account the commonalities, we obtained six subthemes using a reduction inductive method, the main theme of which was "the challenge of hidden curriculum in learning the professional medical ethics". The subthemes included "decreased interest in medicine", "false beliefs", "curriculum weakness", "materialism and economic problems", "avoidance of responsibility", and "underlying problems of the medical profession". Conclusion: The findings indicated six challenges in the hidden curriculum for learning the professional medical ethics. These challenges can be considered a threat or an obstacle to achieving the goals of professional ethics. Therefore, curriculum planners, education policymakers, and teachers should plan and implement the professional ethics curriculum based on these factors.

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Teaching, learning and assessment of medical ethics at the UK medical schools

Cited by 26 publications

References 16 publications

Top Ethical Issues Concerning Healthcare Providers Working in Saudi Arabia

Top Ethical Issues Concerning Healthcare Providers Working in Saudi Arabia

Simulation: Teaching Medical Ethics to First Year Medical Students within the United Arab Emirates

<p>The Hidden Curriculum Challenges in Learning Professional Ethics Among Iranian Medical Students: A Qualitative Study</p>

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