Mapping bioethics teaching in Brazilian dental schools (original) (raw)
Related papers
2020
The importance of Bioethics for the ethical-humanistic improvement of dentists is widely recognized. However, professor training limited to Dentistry implies significant problems for this interdisciplinary theoretical-philosophical reflection course. In this context, a group of professors of Bioethics in Dentistry was created within the scope of the Brazilian Association of Dental Education in 2017. Two years later, the group met for the third time to share education references and experiences. The purpose of this article is to expand the scope of that debate to professors who were unable to attend. The Core Curriculum is initially presented, based on the principles of the Universal Declaration on Bioethics and Human Rights. It is a pedagogical proposal from the United Nations Educational, Scientific, and Cultural Organization (UNESCO) for teaching Bioethics, which can be adopted in undergraduate programs in Dentistry in a comprehensive or complementary manner. Subsequently, the experience of teaching Bioethics that has been developed at the Universidade Federal de Santa Catarina is presented, based on a comparison of the elements that structure the teaching plans of the undergraduate and graduate programs. Likewise, the proposals defend teaching in one's own course; the indispensability of professor training in Bioethics; the consideration of its interdisciplinary nature; the expansion of the theoretical framework far beyond Principialism, seeking appropriate frameworks and themes relevant to each social context and each educational level; the centrality of the teaching-learning process for the student, fostering his/her critical-reflexive humanistic competence; and the commitment to the ethical training of students by the entire faculty.
Teaching of bioethics in dental graduate programs in Brazil
Brazilian Oral Research, 2006
In the field of human research, researchers are faced with unexpected moral dilemmas, as a result of the development of technologies applied to health. Due to the great importance of this issue, our objective was to evaluate bioethics instruction in the education of researchers in Brazilian graduate programs in dentistry. Eighty-seven graduate programs in dentistry, recognized by CAPES (Coordination for the Improvement of Higher Education Personnel) were evaluated in this study. Data were extracted independently by two researchers from the CAPES website, and from the websites of the graduate programs, directly or via links to the programs available at the CAPES website. Forty-eight out of 87 programs had an ethics/bioethics course as part of their curricula. Of the graduation programs graded 5, 6 or 7 by CAPES, 38% included bioethics courses, while 62% of the programs graded 3 or 4 by CAPES had bioethics courses as part of their curricula. These findings are an alert to those involved in dental research education, as they showed that, although resolution 196/96 by the National Council of Health regulating human research in Brazil was published ten years ago, bioethics instruction in Brazilian graduate programs in dentistry is still at an incipient stage. This situation indicates a need for ethics pedagogy in the education of young researchers. DESCRIPTORS: Bioethics; Teaching; Dentistry.
The teaching of bioethics in medical schools in Brazil
Revista Bioética, 2016
In Brazilian medical education and in the general teaching of bioethics in Brazil, there is a recurrent debate about the best way to teach ethics and/or bioethics, and even about whether it is possible to do so. In part this is due to the growing concern in society about the necessity of physicians to be both technically and morally competent. The teaching of bioethics is distinguished from medical ethics in that it focuses on the rights and duties of the doctor and also by its multi-and inter-disciplinary characteristics. The aim of the present study was to identify whether bioethics as a specific discipline is included in the curriculum of Brazilian undergraduate medical courses, and if so, how it is taught and what are its contents. The study found that the number of dedicated bioethics classes in medical courses has increased, and that the most frequently addressed issues are: an introduction to bioethics and principles of bioethics, the physician-patient relationship, abortion and euthanasia.
MedEdPublish, 2018
This research analyzed the teaching of moral practices and techniques used in the teaching-learning process of bioethics as a discipline through the information provided by students and teachers. It aims to understand how these practices can contribute in the students' moral formation. Five Faculties of Medicine in the State of São Paulo were assessed by of questionnaire. Nine teachers were interviewed as well as 206 students and five focal groups of 56 students responded to closed questionnaires which were analyzed quantitatively. The responses of the focal groups and interviews were evaluated and classified qualitatively in categories using Bardin's categorical content analysis method. Among students' answers, it was noted that the moral practices and techniques which most mobilized them were: deliberative activities such as feature film and/or TV series discussions, case discussions, roleplayingdramatization, discussion debates, and lectures and in a smaller proportion traditional lecture classes i.e., the theoretical-practical component tutored from an expositive dialogical perspective. Therefore, these can enable and enhance the process of forming moral identity, which students undergo; if planned adequately to their experiences and through practice and a structural use and if applied with some knowledge of the methodological rationale behind the techniques thus, allowing both the moral intelligence capabilities and building-up of the students' moral personality to be stimulated and developed.
A Brazilian critique of UNESCO's Core curriculum as a tool for teaching Bioethics
GLOBAL BIOETHICS ENQUIRY, 2022
The Core Curriculum proposed by UNESCO as a tool for dissemination and ethical education has been widely used by several countries and seeks to structure a bioethical content related to human rights agreed at the UN. In this article, we review the contents present in this teaching material and the learning objectives that are worked on in the proposal. The proposed content is anthropocentric and instrumental. Some themes are missing from the material, notably the discussion of animal ethics which would involve the fact-based discussion of replacing animal use in experiments and animal welfare, and environmental ethics. Considering the limits of the pedagogical proposal, we suggest using the concepts of moral and ethical competence to structure the Core Curriculum and choose appropriate methods for teaching Bioethics.
Pakistan Journal of Medical and Health Sciences, 2021
Aim: To analyze the level of awareness, knowledge and attitude towards bioethics among dental professionals and practical implementation of bioethical principles in their dental practice.. Methodology: A descriptive cross-sectional, pre-validated questionnaire based research was conducted at four dental teaching institutions of Lahore, Pakistan. A non-probability purposive sampling technique was used. Results: Majority of the respondents 167(60.7%) were graduates having desirable knowledge and awareness of term “BIOETHICS”. It was appreciative that contributors had a positive perspective about the role of bioethics and have accepted its worth in their daily lives. A greater proportion 117(50.9%) of the participants gave opinion that full description of risks and benefits should be stated in informed consent. The fact that most of the respondents are dedicated to learn more about bioethics was endured out by present data as 224(81.5%) were of the opinion that bioethics should be a pa...
Contributions to the planning and evaluation of bioethics teaching
The purpose of this article is to present a reflection on the teaching of bioethics and its evaluation in degree and postgraduate courses in the area of health, considering the possible educational objectives of such teaching. The contents, methods, and techniques of teaching must be suitable for the educational stage in which the student is inserted. Theoretical content, the so-called " toolbox " of bioethics, is of particular importance, and should be suitable for the level and objectives of the training. Attention is drawn to the distinction between competence in ethics and moral competence. The study discusses the role of the teacher and the teaching environment in the formation of critical and dialogical thinking. Resumo Contribuições para planejamento e avaliação do ensino da bioética O propósito deste artigo é refletir sobre ensino da bioética e sua avaliação em graduações e pós-graduações da área da saúde, considerando seus possíveis objetivos educacionais. Conteúdos, métodos e técnicas de ensino devem ser apropriados para o nível de formação em que o aluno está inserido. Ressalta-se a importância dos conteúdos teóricos, a chamada " caixa de ferramentas " da bioética, que devem ser adequados ao nível de formação e aos objetivos. Chama-se atenção para a distinção entre competência em ética e competência moral. Discute-se o papel do docente e do ambiente de ensino na formação do pensamento crítico e dialógico. Palavras-chave: Bioética. Educação. Métodos-Avaliação educacional. Docentes. Resumen Contribuciones para la planificación y evaluación de la enseñanza de la bioética El propósito de este artículo es reflexionar sobre la enseñanza de la bioética y su evaluación en carreras de pregrado y de postgrado en el área de la salud, al considerar sus posibles objetivos educativos. Los contenidos, métodos y técnicas de enseñanza deben ser apropiados para el nivel de formación en el cual se inserta el estudiante. Cabe resaltar la importancia de los contenidos teóricos, la llamada " caja de herramientas " de la bioética, los cuales deben ser adecuados al nivel de formación y a los objetivos. Se enfatiza sobre la distinción entre la competencia en ética y la competencia moral. Se discute el rol del docente y el ambiente de aprendizaje en la formación del pensamiento crítico y dialógico.
Ethics Education in Research Involving Human Beings in Undergraduate Medicine Curriculum in Brazil
Developing World Bioethics, 2013
Introduction: The Brazilian national curriculum guidelines for undergraduate medicine courses inspired and influenced the groundwork for knowledge acquisition, skills development and the perception of ethical values in the context of professional conduct. Objective: The evaluation of ethics education in research involving human beings in undergraduate medicine curriculum in Brazil, both in courses with active learning processes and in those with traditional lecture learning methodologies.
Teaching bioethics in high schools
Health Education Journal, 2017
Objective: The Bioethics Teaching in Secondary Education (Project BEST) aims to promote the teaching of bioethics in secondary schools. This paper describes the development and implementation of the programme in Portugal. Design: Programme development involved two main tasks: (1) using the learning tools previously developed by the US Northwest Association of Biomedical Research and the Council of Europe and (2) applying the project in classrooms, conducting lectures on bioethics for students and teachers, and then using the previously developed learning tools. Setting: 32 schools representing the most densely populated regions of Portugal. Methods: Two surveys, based on previously validated measures, were used to evaluate the project. Results: The surveys were answered by the 179 students and 16 teachers attending a conference held by the project, which concluded the project’s implementation phase. The findings point to the positive impact of this project. Conclusion: Based on evid...
Journal of Medical Ethics, 2012
Understanding dental ethics as a field separate from its much better known counterpart, medical ethics, is a relatively new, but necessary approach in bioethics. This need is particularly felt in dental education and establishing a curriculum specifically for dental ethics is a challenging task. Although certain topics such as informed consent and patient rights can be considered to be of equal importance in both fields, a number of ethical issues in dental practice are only remotely-if at all-relevant for medical practice. Therefore, any sound approach to education in dental ethics has to recognise the unique aspects of dental practice in order to meet the needs of dental students and prepare them for the ethical challenges they may face during their professional practice. With this goal in mind, this paper examines the approach of the authors to dental ethics education and proposes a system to organise the topics of biomedical ethics for dental education. While the authors' perspective is based on their experience in Turkey, the proposed system of classification is not a rigid one; it is open to interpretation in other contexts with different social, cultural and professional expectations. Therefore, the paper also aims to inspire discussion on the development of an ideal dental ethics curriculum at an international level.