Ethics in the clinic: a comparison of two Dutch teaching programmes (original) (raw)
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Medical Studentsʼ Cases as an Empirical Basis for Teaching Clinical Ethics
Academic Medicine, 2000
Purpose. To identify ethical issues that interns encounter in their clinical education and thus build a more empirical basis for the required contents of the clinical ethics curriculum. Method. The authors analyzed a total of 522 required case reports on ethical dilemmas experienced by interns from September 1995 to May 1999 at the medical school of Vrije Universiteit in Amsterdam. They identified four regularly described and numerous less frequently described topics. Results. The interns addressed a wide range of ethical themes. In 45% of the cases, they mentioned disclosure or non-disclosure of information and informed consent; in 37%, medical decisions at the end of life; in 16%, medical failures; and in 9%, problems transferring patients from one caregiver to another. The interns also identified 27 themes linked to their unique position as interns and 19 themes related to specific types of patients. Conclusion. Based on self-reported experiences, the authors conclude that clinical ethics teachers should reflect on a multitude of dilemmas. Special expertise is required with respect to end-of-life decisions, truth telling, medical failures, and transferring patients from one caregiver to another. The clinical ethics curriculum should encourage students to voice their opinions and deal with values, responsibilities, and the uncertainty and failings of medical interventions.
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Asian Bioethics Review, 2019
Previous studies show that medical students in clinical training face ethical problems that are not often discussed in the literature. In order to make teaching timely and relevant for them, it is important to understand what medical students perceive as ethical problems, as various factors may influence their perception, including cultural differences and working environment. The purpose of this qualitative study was to explore students’ perceptions of what an ethical problem is, during their clinical training in the hospital, and compare the results from two different countries. We observed a total of eighteen ethics group discussions and interviewed fifteen medical students at two medical schools, in Indonesia and the Netherlands. Data were interpreted and analyzed using content analysis. We found that students in both settings encounter problems which are closer to their daily work and responsibilities as medical students and perceive these problems as ethical problems. Indonesi...
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Abstract Introduction There is a remarkably growing interest in the field of medical ethics education among the health care professionals. The lack of reliable testing tool designed to quantitatively measure the effects of these teaching programs resulted in lack of data on the effect of medical ethics teaching programs. Aim: to divulge the opinion of undergraduate students in the course of medical ethics in order to improve the teaching methods and to assess the usefulness and applicability of the undergraduate course of medical ethics among students in preclinical years in both national and international educational programs offered by Faculty of Medicine, Alexandria University. Subjects and methods: A descriptive cross sectional survey was conducted on two hundred undergraduate medical students randomly selected from the clinical phase (fourth, fifth and sixth) years, from both national and international educational programs at the Faculty of Medicine, Alexandria University (through the academic year 2012-2013). An anonymous self-administered questionnaire was developed. It includes students’characteristics, students’opinion about medical ethics course, ethical behavior and problems faced during their clinical training. Furthermore, their information about the Ethics Committee of Alexandria Faculty of Medicine was assessed. After data collection, the raw data was coded and scored and a coding instruction manual was prepared. Data were fed to the computer and statistical analysis was performed using SPSS. Results: more than half of the participating students stated that they got moderate benefit from ME course. A highest percentage of them favored an integrated ethics course to be taught all through the three practical years. About half of respondents (50.5%) of the present study were satisfied with most of ME course lecturers. 48.5% of the students preferred to have practical application sessions throughout the course. Malpractice as stated by (61.5%) was the most important ethical problems in which the responders were interested in getting updated feedback about how can they behave in each case . Informed consent took the highest percentage by 46% of recall among the students. The majority of responding students (81.8%) believed that it is important to include a section on research ethics in the ME course. Bad doctor-patient relationship was the main criticism of complaining students during their clinical rounds. 69.1% of respondents stated that if they faced ethical problem they are consulting seniors. More than two thirds of responding students (64.4%) did not have knowledge about the presence of Ethics Committee in Alexandria Faculty of Medicine. Conclusion: The study shows up the importance of updating the medical ethics course for the undergraduate students to be integrated throughout the six academic years and to depend mainly on practical applications
Importance of medical ethics philosophy and necessity of medical ethics teaching
Medical ethics is an interdisciplinary knowledge which deals with the ethical and value aspects of medical profession and medical sciences. Although medical ethics has a history of 2500 years, it has been formally included in medical training courses in most of medical sciences universities of the world since 30 years ago and quickly became a common part of curriculum for medical students. In fact, extensive advances in medical care and medical knowledge and also recent social changes have caused ethics to be raised as an essential part of today’s medical education. Despite extensive research on the curriculum of medical ethics and several useful reviews and revisions, still many questions about the nature, objectives, and results of these courses have remained unanswered. This has led to the negligence of many of the qualities, skills, and abilities that should be included in the curriculum of medical ethics. Studies have shown that some of the courses offered as medical ethics in the curriculum have not managed to help physicians to improve their ethical skills.
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Decision making in healthcare does not depend only on mastery of knowledge, clinical skills, and technical competencies, rather it is largely influenced by ethical competences of the physicians. Teaching medical ethics in undergraduate medical education (MBBS programme in Bangladesh) helps medical students recognize the importance of being sensitive to ethical issues within everyday clinical practice and develop in them the ability to effectively address the concerns of patients and families, as well as participants in health research and larger society. In medical practice, its ethical component is treated as an obligatory one, no matter what the specialty is. The importance of ethics in medicine is increasing greatly day by day; its dimensions are also changing. In this review paper, we have tried to discuss some effective changes in medical ethics curriculum, methods of teaching and learning, faculty development, and institutional culture. All stakeholders should think about it a...
Students’ Views on the Role of Ethics Education for Their Future Medical Practice
Proceedings of CBU in Medicine and Pharmacy, 2021
INTRODUCTION: Worldwide, in different ways, ethical dilemmas arise in medicine and life sciences. It is critical for medical professionals to respond with confidence when ethical challenges are addressed in their clinical practice. Medical ethics and bioethics education is recognized as an essential course of the medical curriculum. The course aims to provide students with knowledge and competencies on dealing with moral problems. OBJECTIVES: In this article, we aim to explore students’ views about the importance and role of medical ethics education for their future practice. Their suggestions on specific medical ethics and bioethics topics were also considered, as well as previous knowledge on ethics before they enrolled in university. METHODS: A paper questionnaire was developed and distributed among first-year foreign medical students from the Faculty of Medicine in the Medical University-Sofia in Bulgaria. All students participated in the study anonymously and voluntarily. The s...