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AlRukban M, Alajlan F, Alnasser A, Almousa H, Alzomia S, Almushawah A. Teaching medical ethics and medical professionalism in Saudi public and private medical schools. PLoS One 2024; 19:e0298605. [PMID: 38421988 PMCID: PMC10903870 DOI: 10.1371/journal.pone.0298605] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/14/2023] [Accepted: 01/26/2024] [Indexed: 03/02/2024] Open
Abstract
Medical ethics and professionalism are two essential parts of building up the identity of a competent physician. This study was conducted to determine the nature, content, and methods of medical ethics and professionalism education in Saudi public and private medical schools. It also sought to identify the challenges and obstacles in teaching and assessing medical ethics and professionalism and suggest appropriate changes. A cross-sectional study was carried out in Saudi private and public medical schools. To achieve the study's aim, an assessment tool in the form of a novel self-administered questionnaire was developed, piloted, and then used. A representative from each of the 28 Saudi medical schools participated in the study. Twenty-four (82.1%) responding medical schools have no medical ethics department. Most of the medical schools (64.2%) have 25% or less of their faculty staff who teach ethics holding a qualification in medical ethics. Most schools have a specific course for medical ethics and professionalism (85.7% and 57.1%, respectively). Multiple-choice questioning is the most popular assessment method in medical ethics and professionalism courses (89.3% and 60.7%, respectively). The need for more qualified staff and clear guidelines/resources is a significant drawback to the teaching of medical ethics. Therefore, the study recommends developing national guidelines dedicated to the undergraduate teaching curriculum from which courses would be designed to enhance medical ethics and medical professionalism.
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Affiliation(s)
- Mohammed AlRukban
- Department of Family and Community Medicine, College of Medicine, King Saud University, Riyadh, Saudi Arabia
| | - Fahad Alajlan
- Department of Family and Community Medicine, King Saud University Medical City, Riyadh, Saudi Arabia
| | - Ali Alnasser
- College of Medicine, King Saud University, Riyadh, Saudi Arabia, Saudi Arabia
| | - Hisham Almousa
- College of Medicine, King Saud University, Riyadh, Saudi Arabia, Saudi Arabia
| | - Sulaiman Alzomia
- College of Medicine, King Saud University, Riyadh, Saudi Arabia, Saudi Arabia
| | - Abdullah Almushawah
- College of Medicine, King Saud University, Riyadh, Saudi Arabia, Saudi Arabia
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Wong MK, Hong DZH, Wu J, Ting JJQ, Goh JL, Ong ZY, Toh RQE, Chiang CLL, Ng CWH, Ng JCK, Cheong CWS, Tay KT, Tan LHS, Ong YT, Chiam M, Chin AMC, Mason S, Radha Krishna LK. A systematic scoping review of undergraduate medical ethics education programs from 1990 to 2020. MEDICAL TEACHER 2022; 44:167-186. [PMID: 34534043 DOI: 10.1080/0142159x.2021.1970729] [Citation(s) in RCA: 15] [Impact Index Per Article: 7.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
INTRODUCTION Ensuring medical students are equipped with essential knowledge and portable skills to face complex ethical issues underlines the need for ethics education in medical school. Yet such training remains variable amidst evolving contextual, sociocultural, legal and financial considerations that inform training across different healthcare systems. This review aims to map how undergraduate medical schools teach and assess ethics. METHODS Guided by the Systematic Evidence-Based Approach (SEBA), two concurrent systematic scoping reviews were carried out, one on ethics teaching and another on their assessment. Searches were conducted on PubMed, Embase, PsycINFO and ERIC between 1 January 1990 and 31 December 2020. Data was independently analysed using thematic and content analysis. RESULTS Upon scrutinising the two sets of full-text articles, we identified 141 articles on ethics teaching and 102 articles on their assessments. 83 overlapped resulting in 160 distinct articles. Similar themes and categories were identified, these include teaching modalities, curriculum content, enablers and barriers to teaching, assessment methods, and their pros and cons. CONCLUSION This review reveals the importance of adopting an interactive, multimodal and interdisciplinary team-teaching approach to ethics education, involving community resource partners and faculty trained in ethics, law, communication, professionalism, and other intertwining healthcare professions. Conscientious effort should also be put into vertically and horizontally integrating ethics into formal medical curricula to ensure contextualisation and application of ethics knowledge, skills and attitudes, as well as protected time and adequate resources. A stage-based multimodal assessment approach should be used to appropriately evaluate knowledge acquisition, application and reflection across various practice settings. To scaffold personalised development plans and remediation efforts, multisource evaluations may be stored in a centralised portfolio. Whilst standardisation of curricula content ensures cross-speciality ethical proficiency, deliberative curriculum inquiry performed by faculty members using a Delphi approach may help to facilitate the narrowing of relevant topics.
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Affiliation(s)
- Mun Kit Wong
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
- Division of Palliative Medicine, National Cancer Centre Singapore, Singapore, Singapore
| | - Daniel Zhi Hao Hong
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
- Division of Palliative Medicine, National Cancer Centre Singapore, Singapore, Singapore
| | - Jiaxuan Wu
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
- Division of Palliative Medicine, National Cancer Centre Singapore, Singapore, Singapore
| | - Jacquelin Jia Qi Ting
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
- Division of Palliative Medicine, National Cancer Centre Singapore, Singapore, Singapore
| | - Jia Ling Goh
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
- Division of Palliative Medicine, National Cancer Centre Singapore, Singapore, Singapore
| | - Zhi Yang Ong
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
- Division of Palliative Medicine, National Cancer Centre Singapore, Singapore, Singapore
| | - Rachelle Qi En Toh
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
- Division of Palliative Medicine, National Cancer Centre Singapore, Singapore, Singapore
| | - Christine Li Ling Chiang
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
- Division of Palliative Medicine, National Cancer Centre Singapore, Singapore, Singapore
| | - Caleb Wei Hao Ng
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
- Division of Palliative Medicine, National Cancer Centre Singapore, Singapore, Singapore
| | - Jared Chuan Kai Ng
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
- Division of Palliative Medicine, National Cancer Centre Singapore, Singapore, Singapore
| | - Clarissa Wei Shuen Cheong
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
- Division of Palliative Medicine, National Cancer Centre Singapore, Singapore, Singapore
| | - Kuang Teck Tay
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
- Division of Palliative Medicine, National Cancer Centre Singapore, Singapore, Singapore
| | - Laura Hui Shuen Tan
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
- Division of Palliative Medicine, National Cancer Centre Singapore, Singapore, Singapore
| | - Yun Ting Ong
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
- Division of Palliative Medicine, National Cancer Centre Singapore, Singapore, Singapore
| | - Min Chiam
- Division of Cancer Education, National Cancer Centre Singapore, Singapore, Singapore
| | | | - Stephen Mason
- Palliative Care Institute Liverpool, Academic Palliative & End of Life Care Centre, University of Liverpool, Liverpool, United Kingdom
- Cancer Research Centre, University of Liverpool, Liverpool, United Kingdom
| | - Lalit Kumar Radha Krishna
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
- Division of Palliative Medicine, National Cancer Centre Singapore, Singapore, Singapore
- Division of Cancer Education, National Cancer Centre Singapore, Singapore, Singapore
- Palliative Care Institute Liverpool, Academic Palliative & End of Life Care Centre, University of Liverpool, Liverpool, United Kingdom
- Cancer Research Centre, University of Liverpool, Liverpool, United Kingdom
- Duke-NUS Medical School, Singapore, Singapore
- Centre of Biomedical Ethics, National University of Singapore, Singapore, Singapore
- PalC, The Palliative Care Centre for Excellence in Research and Education, Singapore, Singapore
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Ahmed N, Davids R. COVID 19: are South African junior doctors prepared for critical care management outside the intensive care unit? Pan Afr Med J 2021; 40:41. [PMID: 34795822 PMCID: PMC8571942 DOI: 10.11604/pamj.2021.40.41.30134] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/02/2021] [Accepted: 09/01/2021] [Indexed: 11/19/2022] Open
Abstract
INTRODUCTION the coronavirus disease 2019 (COVID-19) pandemic has negatively impacted countries across the globe. Infected individuals will seek aid at various health care facilities. Many patients will recover without requiring specialised treatment. A significant percentage of infected individuals will need critical care management, which will begin in the emergency department, generally staffed by junior doctors. Junior doctors will need to stabilize, triage and manage these patients prior to referral to specialized units. Above and beyond the usual occupational demands that accompany junior doctors in state facilities, this pandemic will thrust further responsibility on them. The objectives were to describe crisis preparedness of junior doctors in the areas of triage decision-making and critical care management, outside the intensive care unit. METHODS this is a descriptive, cross-sectional study, utilizing a web-based survey. Junior doctors in South Africa, being doctors in year one or year two of internship and community service, were invited to participate anonymously via various social media platforms. Results: a total of 210 junior doctors across South Africa answered the survey. Junior doctors expressed confidence with knowledge of intubation drugs, to perform intubation and cardiopulmonary arrest resuscitation without supervision. Only 13.3% of respondents expressed comfort with setting and adjusting ventilator settings independently. 57% of participants expressed discomfort with making critical care triage decisions. Ninety-three percent (93%) of participants expressed benefit from a telemedicine intervention. CONCLUSION junior doctors in South Africa indicate that they are prepared to initiate management of the critically ill patient outside the intensive care unit but remain uncertain in their ability to provide ongoing critical care management. The COVID-19 pandemic has highlighted the need to prepare junior doctors with the ability to manage critical care triage and management in emergency rooms. Leveraging of the workforce in South Africa may be potentiated by telemedicine interventions.
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Affiliation(s)
- Nadiya Ahmed
- Department of Surgical Sciences, Department Anaesthesiology and Critical Care, Tygerberg Hospital, Stellenbosch University, Western Cape, South Africa
| | - Ryan Davids
- Department of Surgical Sciences, Department Anaesthesiology and Critical Care, Tygerberg Hospital, Stellenbosch University, Western Cape, South Africa
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Bhandari B, Sidhu J, Chopra D, Singh S, Rai J. Knowledge and awareness of ethics among phase 1 medical students: appraising the role of the foundation course. MGM JOURNAL OF MEDICAL SCIENCES 2021. [DOI: 10.4103/mgmj.mgmj_25_21] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022] Open
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Mahajan R, Goyal PK, Sidhu TK, Kaur U, Kaur S, Gupta V. Module for Interns in Medical Ethics: A Developmental Diegesis. Int J Appl Basic Med Res 2017; 7:S52-S56. [PMID: 29344459 PMCID: PMC5769172 DOI: 10.4103/ijabmr.ijabmr_170_17] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/16/2017] [Accepted: 10/10/2017] [Indexed: 11/28/2022] Open
Abstract
BACKGROUND Media report is rife with incidences of doctor-patients' conflict, and this partly is due to communication gap and unethical practices being adopted by the doctors. Our regular curriculum fails to impart any training in ethical issues in patient care. Imparting training to students in these soft-skills is the need of the hour. AIM AND OBJECTIVES To develop a module for interns in medical ethics (MIME) in patient care, validate it and pilot run the module for standardization. METHODOLOGY After conducting faculty development workshop in curriculum designing and three rounds of Delphi with alumni, a module in medical ethics was developed and peer validated. The questionnaire for pilot run, questionnaire for future use of module delivery and pre- and post-test were also peer validated. The module was delivered to 17 interns as pilot run in the form of 4 days' workshop. After pilot run, the module was standardized to 10 broad topics and 3 days' workshop. The questionnaire for future delivery of module in regular routine was also validated during pilot run. RESULTS Twenty-five faculty members participated in 1 day faculty development workshop and 59 alumni completed three rounds of Delphi. After peer review by five experts, a module of 11 broad areas was developed and was pilot run on 17 interns. Based on the feedback from pilot run, a standardized, validated 18 h teaching MIME in patient care was developed. CONCLUSION Pilot study proves that curriculum innovation in the form of medical ethics training to interns; when as undergraduate students, they actively participate in patient care under supervision will go a long way in inculcating soft skills like ethics, compassion and communication in them.
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Affiliation(s)
- Rajiv Mahajan
- Department of Pharmacology, Adesh Institute of Medical Sciences and Research, Bathinda, Punjab, India
| | - Parmod Kumar Goyal
- Department of Forensic Medicine, Adesh Institute of Medical Sciences and Research, Bathinda, Punjab, India
| | - Tanvir Kaur Sidhu
- Department of Community Medicine, Adesh Institute of Medical Sciences and Research, Bathinda, Punjab, India
| | - Upinder Kaur
- Department of Anaesthesiology and Intensive Care, Adesh Institute of Medical Sciences and Research, Bathinda, Punjab, India
| | - Sandeep Kaur
- Department of Physiology, Adesh Institute of Medical Sciences and Research, Bathinda, Punjab, India
| | - Vitull Gupta
- Department of Medicine, Adesh Institute of Medical Sciences and Research, Bathinda, Punjab, India
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Todd EM, Watts LL, Mulhearn TJ, Torrence BS, Turner MR, Connelly S, Mumford MD. A Meta-analytic Comparison of Face-to-Face and Online Delivery in Ethics Instruction: The Case for a Hybrid Approach. SCIENCE AND ENGINEERING ETHICS 2017; 23:1719-1754. [PMID: 28150177 DOI: 10.1007/s11948-017-9869-3] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/13/2016] [Accepted: 01/02/2017] [Indexed: 06/06/2023]
Abstract
Despite the growing body of literature on training in the responsible conduct of research, few studies have examined the effectiveness of delivery formats used in ethics courses (i.e., face-to-face, online, hybrid). The present effort sought to address this gap in the literature through a meta-analytic review of 66 empirical studies, representing 106 ethics courses and 10,069 participants. The frequency and effectiveness of 67 instructional and process-based content areas were also assessed for each delivery format. Process-based contents were best delivered face-to-face, whereas contents delivered online were most effective when restricted to compliance-based instructional contents. Overall, hybrid courses were found to be most effective, suggesting that ethics courses are best delivered using a blend of formats and content areas. Implications and recommendations for future development of ethics education courses in the sciences are discussed.
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Affiliation(s)
- E Michelle Todd
- Department of Psychology, The University of Oklahoma, Norman, OK, 73019, USA
- Center for Applied Social Research, 201 Stephenson Parkway, Suite 4100, Norman, OK, 73019, USA
| | - Logan L Watts
- Department of Psychology, The University of Oklahoma, Norman, OK, 73019, USA
- Center for Applied Social Research, 201 Stephenson Parkway, Suite 4100, Norman, OK, 73019, USA
| | - Tyler J Mulhearn
- Department of Psychology, The University of Oklahoma, Norman, OK, 73019, USA
- Center for Applied Social Research, 201 Stephenson Parkway, Suite 4100, Norman, OK, 73019, USA
| | - Brett S Torrence
- Department of Psychology, The University of Oklahoma, Norman, OK, 73019, USA
- Center for Applied Social Research, 201 Stephenson Parkway, Suite 4100, Norman, OK, 73019, USA
| | - Megan R Turner
- Department of Psychology, The University of Oklahoma, Norman, OK, 73019, USA
- Center for Applied Social Research, 201 Stephenson Parkway, Suite 4100, Norman, OK, 73019, USA
| | - Shane Connelly
- Department of Psychology, The University of Oklahoma, Norman, OK, 73019, USA
- Center for Applied Social Research, 201 Stephenson Parkway, Suite 4100, Norman, OK, 73019, USA
| | - Michael D Mumford
- Department of Psychology, The University of Oklahoma, Norman, OK, 73019, USA.
- Center for Applied Social Research, 201 Stephenson Parkway, Suite 4100, Norman, OK, 73019, USA.
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Mulhearn TJ, Steele LM, Watts LL, Medeiros KE, Mumford MD, Connelly S. Review of Instructional Approaches in Ethics Education. SCIENCE AND ENGINEERING ETHICS 2017; 23:883-912. [PMID: 27387564 DOI: 10.1007/s11948-016-9803-0] [Citation(s) in RCA: 27] [Impact Index Per Article: 3.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/19/2016] [Accepted: 06/20/2016] [Indexed: 05/11/2023]
Abstract
Increased investment in ethics education has prompted a variety of instructional objectives and frameworks. Yet, no systematic procedure to classify these varying instructional approaches has been attempted. In the present study, a quantitative clustering procedure was conducted to derive a typology of instruction in ethics education. In total, 330 ethics training programs were included in the cluster analysis. The training programs were appraised with respect to four instructional categories including instructional content, processes, delivery methods, and activities. Eight instructional approaches were identified through this clustering procedure, and these instructional approaches showed different levels of effectiveness. Instructional effectiveness was assessed based on one of nine commonly used ethics criteria. With respect to specific training types, Professional Decision Processes Training (d = 0.50) and Field-Specific Compliance Training (d = 0.46) appear to be viable approaches to ethics training based on Cohen's d effect size estimates. By contrast, two commonly used approaches, General Discussion Training (d = 0.31) and Norm Adherence Training (d = 0.37), were found to be considerably less effective. The implications for instruction in ethics training are discussed.
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Affiliation(s)
- Tyler J Mulhearn
- Department of Psychology, Center for Applied Social Research, University of Oklahoma, 201 Stephenson Parkway, Suite 4100, Norman, OK, 73019, USA
| | - Logan M Steele
- Department of Psychology, Center for Applied Social Research, University of Oklahoma, 201 Stephenson Parkway, Suite 4100, Norman, OK, 73019, USA
| | - Logan L Watts
- Department of Psychology, Center for Applied Social Research, University of Oklahoma, 201 Stephenson Parkway, Suite 4100, Norman, OK, 73019, USA
| | - Kelsey E Medeiros
- Department of Psychology, Center for Applied Social Research, University of Oklahoma, 201 Stephenson Parkway, Suite 4100, Norman, OK, 73019, USA
| | - Michael D Mumford
- Department of Psychology, Center for Applied Social Research, University of Oklahoma, 201 Stephenson Parkway, Suite 4100, Norman, OK, 73019, USA.
| | - Shane Connelly
- Department of Psychology, Center for Applied Social Research, University of Oklahoma, 201 Stephenson Parkway, Suite 4100, Norman, OK, 73019, USA
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Steele LM, Mulhearn TJ, Medeiros KE, Watts LL, Connelly S, Mumford MD. How Do We Know What Works? A Review and Critique of Current Practices in Ethics Training Evaluation. Account Res 2016; 23:319-50. [DOI: 10.1080/08989621.2016.1186547] [Citation(s) in RCA: 29] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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Unnikrishnan B, Kanchan T, Kulkarni V, Kumar N, Papanna MK, Rekha T, Mithra P. Perceptions and practices of medical practitioners towards ethics in medical practice - a study from coastal South India. J Forensic Leg Med 2014; 22:51-6. [PMID: 24485422 DOI: 10.1016/j.jflm.2013.12.001] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/02/2013] [Revised: 10/22/2013] [Accepted: 12/07/2013] [Indexed: 10/25/2022]
Abstract
Ethics is the application of values and moral rules to human activities. Medical practitioners are expected to not only have the skills and knowledge relevant to their field but also with the ethical and legal expectations that arise out of the standard practices. The present research was conducted with an aim to study the perceptions and practices of medical practitioners towards healthcare ethics in Indian scenario and to strengthen the evidence in the field of ethics training. A cross-sectional study was carried out in three associate hospitals of a Medical College in Southern India. Medical practitioners included in the study were administered a pre-tested, semi-structured questionnaire. Data was collected based on their responses on a 5 point Likert scale and analyzed using SPSS version 11.5. The majority of the participants mentioned that their perceptions of ethics in medical practice were based on information obtained during their undergraduate training, followed by experience at work. The medical practitioners had a positive perception on issues relating to consent in medical practice. However, the same degree of perception was not observed for issues related to confidentiality and their dealing with patients during emergency conditions. The majority of the medical practitioners agreed that ethical conduct is important to avoid legal and disciplinary actions. Among the medical practitioners, the responses of specialists and non-specialists were mostly similar with major differences of opinion for a few issues. A highest level of knowledge, awareness and understanding of ethics are expected in medical practice as it is the foundation of sound healthcare delivery system.
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Affiliation(s)
- B Unnikrishnan
- Department of Community Medicine, Kasturba Medical College (Affiliated to Manipal University), Mangalore 575001, Karnataka, India
| | - Tanuj Kanchan
- Department of Forensic Medicine, Kasturba Medical College (Affiliated to Manipal University), Mangalore 575001, Karnataka, India.
| | - Vaman Kulkarni
- Department of Community Medicine, Kasturba Medical College (Affiliated to Manipal University), Mangalore 575001, Karnataka, India
| | - Nithin Kumar
- Department of Community Medicine, Kasturba Medical College (Affiliated to Manipal University), Mangalore 575001, Karnataka, India
| | - Mohan Kumar Papanna
- Department of Community Medicine, Kasturba Medical College (Affiliated to Manipal University), Mangalore 575001, Karnataka, India
| | - T Rekha
- Department of Community Medicine, Kasturba Medical College (Affiliated to Manipal University), Mangalore 575001, Karnataka, India
| | - Prasanna Mithra
- Department of Community Medicine, Kasturba Medical College (Affiliated to Manipal University), Mangalore 575001, Karnataka, India
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AlKabba AF, Hussein GMA, Kasule OH, Jarallah J, Alrukban M, Alrashid A. Teaching and evaluation methods of medical ethics in the Saudi public medical colleges: cross-sectional questionnaire study. BMC MEDICAL EDUCATION 2013; 13:122. [PMID: 24020917 PMCID: PMC3850889 DOI: 10.1186/1472-6920-13-122] [Citation(s) in RCA: 19] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/20/2012] [Accepted: 08/06/2013] [Indexed: 05/21/2023]
Abstract
BACKGROUND Saudi Arabia is considered one of the most influential Muslim countries being as the host of the two most holy places for Muslims, namely Makkah and Madina. This was reflected in the emphasis on teaching medical ethics in a lecture-based format as a part of the subject of Islamic culture taught to medical students. Over the last few years, both teaching and evaluation of medical ethics have been changing as more Saudi academics received specialized training and qualifications in bioethics from western universities. METHODS This study aims at studying the current teaching methods and evaluation tools used by the Saudi public medical schools. It is done using a self-administered online questionnaire. RESULTS Out of the 14 medical schools that responded, the majority of the responding schools (6; 42.8%), had no ethics departments; but all schools had a curriculum dedicated to medical ethics. These curricula were mostly developed by the faculty staff (12; 85.7%). The most popular teaching method was lecturing (13; 92.8%). The most popular form of student assessment was a paper-based final examination (6; 42.8%) at the end of the course that was allocated 40% or more of the total grade of the ethics course. Six schools (42.8%) allocated 15-30% of the total grade to research. CONCLUSION Although there is a growing interest and commitment in teaching ethics to medical students in Saudi schools; there is lack of standardization in teaching and evaluation methods. There is a need for a national body to provide guidance for the medical schools to harmonize the teaching methods, particularly introducing more interactive and students-engaging methods on the account of passive lecturing.
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Affiliation(s)
- Abdulaziz F AlKabba
- Medical College, Imam Mohammed Bin Saud University, PO Box 59046, 11525 Riyadh, Saudi Arabia
| | - Ghaiath MA Hussein
- Faculty of Medicine, King Saud bin Abdulaziz University for Health Sciences, PO Box 59046, 11525 Riyadh, Saudi Arabia
- King Fahad Medical City, PO Box 59046, 11525 Riyadh, Saudi Arabia
| | - Omar H Kasule
- Faculty of Medicine, King Saud bin Abdulaziz University for Health Sciences, PO Box 59046, 11525 Riyadh, Saudi Arabia
| | - Jamal Jarallah
- Department of Family & Community Medicine, College of Medicine, King Saud University, P.O. Box: 2925, Riyadh 11461, Saudi Arabia
| | - Mohamed Alrukban
- Department of Family & Community Medicine, College of Medicine, King Saud University, P.O. Box: 2925, Riyadh 11461, Saudi Arabia
- Medical College, Majmaa University, Riyadh, P.O. Box: 91678, Riyadh 11643, Saudi Arabia
| | - Abdulaziz Alrashid
- College of Medicine, King Saud University, Riyadh, Saudi Arabia
- Pediatric Division, King Abdulaziz University Hospital, P.O. Box: 245, Riyadh, Saudi Arabia
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Heidari A, Adeli SH, Taziki SA, Akbari V, Ghadir MR, Moosavi-Movahhed SM, Ahangari R, Sadeghi-Moghaddam P, Mirzaee MR, Damanpak-Moghaddam V. Teaching medical ethics: problem-based learning or small group discussion? J Med Ethics Hist Med 2013; 6:1. [PMID: 23908762 PMCID: PMC3713927] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/20/2012] [Accepted: 12/12/2012] [Indexed: 11/07/2022] Open
Abstract
Lecture is the most common teaching method used in ethics education, while problem-based learning (PBL) and small group discussion (SGD) have been introduced as more useful methods. This study compared these methods in teaching medical ethics. Twenty students (12 female and 8 male) were randomly assigned into two groups. The PBL method was used in one group, and the other group was taught using the SGD method. Twenty-five open-ended questions were used for assessment and at the end of the course, a course evaluation sheet was used to obtain the students' views about the advantages and disadvantages of each teaching method, their level of satisfaction with the course, their interest in attending the sessions, and their opinions regarding the effect of teaching ethics on students' behaviors. The mean score in the PBL group (16.04 ± 1.84) was higher than the SGD group (15.48 ± 2.01). The satisfaction rates in the two groups were 3.00 ± 0.47 and 2.78 ± 0.83 respectively. These differences were not statistically significant. Since the mean score and satisfaction rate in the PBL group were higher than the SGD group, the PBL method is recommended for ethics education whenever possible.
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Affiliation(s)
- Akram Heidari
- Medical Ethics Department, Qom University of Medical Sciences, Qom, Iran
| | - Seyyed-Hassan Adeli
- Clinical Research Development Center, Qom University of Medical Sciences, Qom, Iran.,Corresponding Author: Hassan Adeli, Clinical Research Development Center, Shahid Beheshti Hospital, Shahid Beheshti Boulevard, Qom, IR Iran., Phone: +98 9121245422, Fax: +98 251 6122949, E-mail:
| | - Sadegh-Ali Taziki
- Medical Ethics Department, Qom University of Medical Sciences, Qom, Iran
| | - Valliollahe Akbari
- Medical Ethics Department, Qom University of Medical Sciences, Qom, Iran
| | | | | | - Roghayyeh Ahangari
- Medical Ethics Department, Qom University of Medical Sciences, Qom, Iran
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Ousager J, Johannessen H. Humanities in undergraduate medical education: a literature review. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2010; 85:988-98. [PMID: 20505399 DOI: 10.1097/acm.0b013e3181dd226b] [Citation(s) in RCA: 124] [Impact Index Per Article: 8.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/21/2023]
Abstract
PURPOSE Humanities form an integral part of undergraduate medical curricula at numerous medical schools all over the world, and medical journals publish a considerable quantity of articles in this field. The aim of this study was to determine the extent to which the literature on humanities in undergraduate medical education seeks to provide evidence of a long-term impact of this integration of humanities in undergraduate medical education. METHOD Medline was searched for publications concerning the humanities in undergraduate medical education appearing from January 2000 to December 2008. All articles were manually sorted by the authors. Two hundred forty-five articles were included in the study. Following a qualitative analysis, the references included were categorized as "pleading the case," "course descriptions and evaluations," "seeking evidence of long-term impact," or "holding the horses." RESULTS Two hundred twenty-four articles out of 245 either praised the (potential) effects of humanities on medical education or described existing or planned courses without offering substantial evidence of any long-term impact of these curricular activities on medical proficiency. Only 9 articles provided evidence of attempts to document long-term impacts using diverse test tools, and 10 articles presented relatively reserved attitudes toward humanities in undergraduate medical education. CONCLUSIONS Evidence on the positive long-term impacts of integrating humanities into undergraduate medical education is sparse. This may pose a threat to the continued development of humanities-related activities in undergraduate medical education in the context of current demands for evidence to demonstrate educational effectiveness.
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Affiliation(s)
- Ike Anya
- Department of Epidemiology and Public Health, University College London, UK
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