Teaching of Medical Ethics: Students' perception in different periods of the course

Pimentel, Déborah; Oliveira, Cyntia Barbosa; Vieira, María Jésia

doi:10.4067/s0034-98872011000100005

Cited by 6 publications

(8 citation statements)

References 26 publications

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“…These American schools offered it every year during the degree program, especially during the clinical years, during which students begin to develop their personal style of practice [ 27 , 31 ]. Studies reinforce the need for medical curricula to extend beyond a conceptual and analytical approach to bioethics, to provide students with practical approaches to deal with everyday ethical conflicts more effectively [ 26 , 32 ]. A study in Brazil reported that bioethics was taught during the medical internship period in fewer than 30% of schools [ 33 ], whereas another reported that standalone bioethics subjects are offered at the start of the program [ 34 ].…”

Section: Discussionmentioning

confidence: 99%

“…A study in Brazil reported that bioethics was taught during the medical internship period in fewer than 30% of schools [ 33 ], whereas another reported that standalone bioethics subjects are offered at the start of the program [ 34 ]. Although some schools provide adequate conceptual training, students report feeling unprepared to deal with practical situations involving ethical conflicts [ 32 , 35 , 36 ]. Attempts to implement an integrated bioethics curriculum have shown that the integrated approach provides skills to effectively contend with moral dilemmas that commonly arise in clinical practice [ 31 ].…”

Section: Discussionmentioning

confidence: 99%

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Bioethics curriculum in medical schools in Portuguese-speaking countries

et al. 2022

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Background A curriculum is a fundamental tool for educators, and teaching bioethics is fundamental to good medical practice. Studies report a lack of consensus on the teaching of bioethics in undergraduate medicine, and a critical issue is that there remain no minimum curricular parameters. This study performed an analysis between the bioethics curricula of the medical schools of Brazil and Portugal and UNESCO’s Core Curriculum, in addition to proposing key criteria for designing a core bioethics curriculum. Methods This is a cross-sectional, descriptive study that analyzes the bioethics curricula of the medical schools in Brazil and in Portugal. The design of the study includes a qualitative summative content analysis-based approach and a quantitative analysis by means of descriptive statistics. Results Bioethics is taught in both Brazil and Portugal in a diversified way. The results showed that 65.5% of the medical schools analyzed provided at least the 30-h minimum workload recommended by the UNESCO Core Curriculum. Furthermore, bioethics sporadically offered at the end of the medical program in the vast majority of schools studied. Conclusions The most important points to take away from this study are the diversity of the curricular structure of bioethics courses and the lack of formalization of bioethics in the curricula of medical schools in Brazil and Portugal. Given the value of bioethics in clinical practice, we propose that medical schools in Portugal and Brazil update their curricula to encompass minimum criteria, which should be similar to one another and based on common sources, but which should also be tailored to each culture.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Bioethics curriculum in medical schools in Portuguese-speaking countries

et al. 2022

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“…7. Medical ethics helps in promoting good and quality medical care by identifying, analyzing and attempting to resolve the ethical problems that arise in medical practice [10,17,24].…”

Section: Importance Of Medical Ethicsmentioning

confidence: 99%

Medical Ethics

Buowari¹,

Kanmodi²

2021

Bioethics in Medicine and Society

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Medical ethics is very important at this time of medicine due to the covid-19 pandemic which has caused a lot of mortality and morbidity world wide. Medical is important in guiding clinicians and other healthcare workers not to cause harm while caring out their duties. There are various aspects of medical ethics such as negligence, do not cause harm, beneficent and others. Not practicing medical ethics has caused some physicians to face litigation by their patients and clients and also face medical disciplinary boards. Some have even been suspended from medical practice for a number of months or years or even have their names struck off from the register of the licensing board of their country.

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“…A study published in Canada in 2016(73) also describes an innovative cross-cultural course in clinical ethics that considers biomedicine, bioethics and cultural constructs with the objective of providing ample skills for effectively resolving with Several studies describe the sense of unpreparedness that learners experience when ethical issues arise in practice, even with the appropriate conceptual training, and emphasize the importance of students having role models when learning to implement their ethical training (48)(49)(50)(51)(52). Puthucheary (1980) (53) analysed the curricula of medical schools in the US, Germany, the Netherlands, Australia and the UK and proposed a core curriculum integrating an ethics course for each year of the medical graduation course.…”

Section: Principle-practice Disconnectionmentioning

confidence: 99%

Teaching of ethics in medical undergraduate programs

Tavares

Travassos

Tavares³

et al. 2021

Acta bioeth.

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Literature points to the existent diversity in medical graduate courses' curriculums, reinforcing the need to systematise and deepen more studies in this area with the aim of qualifying the formation of our future professionals. This study aims to understand the methods used in the teaching of Bioethics in medical graduation worldwide. It was characterised as an integrative review and the databases used were Pubmed, Scopus and Web of Science. In total 2993 articles were identified and 72 met the pre-selected criteria and were included in the review. The characteristics of teaching bioethics that stood out the most in the analysis were: teaching still very heterogeneous between different universities, use of various methodologies in the process of teaching/learning, teaching disconnected from the medical practice of students showing the need to integrate the curriculum with clinical practice and challenges of teaching-learning process. Most of the studies in this review lead us to understand that there is still no minimum parameters on the ideal method to teach bioethics, suggesting that it may affect the feeling of unpreparedness felt by students in face of ethical issues in clinical practice, despite the theoretical basis acquired.

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Teaching of Medical Ethics: Students' perception in different periods of the course

Cited by 6 publications

References 26 publications

Bioethics curriculum in medical schools in Portuguese-speaking countries

Bioethics curriculum in medical schools in Portuguese-speaking countries

Medical Ethics

Teaching of ethics in medical undergraduate programs

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