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Moosavi S, Zandpoor Z, Motasadi Zarandi M, Shojaei A, Parsapoor A. Ethical issues experienced by otolaryngologists: a conventional content analysis. J Med Ethics Hist Med 2023; 16:18. [PMID: 38433813 PMCID: PMC10909334 DOI: 10.18502/jmehm.v16i18.14617] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/18/2022] [Accepted: 10/01/2023] [Indexed: 03/05/2024] Open
Abstract
To deliver effective medical services and establish trust and psychological security in patients, care providers must prioritize ethical principles. Developing a comprehensive clinical education program for learners, along with specific ethical guidelines, and implementing managerial and executive interventions necessitates a thorough understanding of the ethical challenges within this field. This qualitative study aimed to elucidate the ethical issues faced by otolaryngologists. Sixteen otolaryngologists participated in the study, selected through purposive sampling. Data were gathered through semi-structured interviews, and the analysis, conducted through conventional content analysis, revealed eight main categories and 38 subcategories encapsulating the identified ethical issues. The primary categories encompassed ethical issues faced by otolaryngologists concerning patients and companions, education, communication with the treatment team, physicians' rights, medical tourism, medical advertising, cultural considerations, and managerial challenges. resources and treatment approaches in alignment with Iranian cultural norms, address conflicts between treatment and education, and implement sound management plans to uphold rights of the treatment team. Additionally, the study suggests the necessity of ethical advertising programs and the strategic promotion of therapeutic tourism.
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Affiliation(s)
- Soolmaz Moosavi
- Assistant Professor, Department of Medical Surgical Nursing, School of Nursing & Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, Iran.
| | - Zahra Zandpoor
- Researcher, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran.
| | - Masood Motasadi Zarandi
- Professor, Department of Otolaryngology, Otorhinolaryngology Research Center, Tehran University of Medical Sciences, Tehran, Iran; School of Medicine, Amir-A'lam Hospital, Tehran University of Medical Sciences, Tehran, Iran.
| | - AmirAhmad Shojaei
- Assistant Professor, Medical Ethics and History of Medicine Research Center, Tehran University of Medical Sciences, Tehran, Iran; Department of Medical Ethics, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran.
| | - Alireza Parsapoor
- Assistant Professor, Medical Ethics and History of Medicine Research Center, Tehran University of Medical Sciences, Tehran, Iran; Department of Medical Ethics, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran.
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Oikawa S, Stanyon M, Aoki S, Moroi Y, Yasui K, Yasuda M, Kawai T, Shikama Y, Otani K. Breaking barriers: widening participation for cross-cultural faculty development in Japan. INTERNATIONAL JOURNAL OF MEDICAL EDUCATION 2022; 13:154-157. [PMID: 35730405 PMCID: PMC9902169 DOI: 10.5116/ijme.6299.c9f6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/17/2021] [Accepted: 06/03/2022] [Indexed: 06/15/2023]
Affiliation(s)
- Sayaka Oikawa
- Center for Medical Education and Career Development, Fukushima Medical University, Japan
| | - Maham Stanyon
- Center for Medical Education and Career Development, Fukushima Medical University, Japan
| | - Shuntaro Aoki
- Center for Medical Education and Career Development, Fukushima Medical University, Japan
| | - Yoko Moroi
- Center for Medical Education and Career Development, Fukushima Medical University, Japan
| | - Kiyotaka Yasui
- Center for Medical Education and Career Development, Fukushima Medical University, Japan
| | - Megumi Yasuda
- Center for Medical Education and Career Development, Fukushima Medical University, Japan
| | - Takumi Kawai
- Center for Medical Education and Career Development, Fukushima Medical University, Japan
| | - Yayoi Shikama
- Center for Medical Education and Career Development, Fukushima Medical University, Japan
| | - Koji Otani
- Center for Medical Education and Career Development, Fukushima Medical University, Japan
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Smyth P, Birkman C, Hodgson CS. Development of professionalism vignettes for the continuum of learners within a medical and nursing community of practice. CANADIAN MEDICAL EDUCATION JOURNAL 2021; 12:82-95. [PMID: 35003435 PMCID: PMC8740255 DOI: 10.36834/cmej.71908] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
BACKGROUND It is challenging to develop professionalism curricula for all members of a medical community of practice. We collected and developed professionalism vignettes for an interactive professionalism curriculum around our institutional professionalism norms following social constructivist learning theory principles. METHODS Medical students, residents, physicians, nurses and research team members provided real-life professionalism vignettes. We collected stories about professionalism framed within the categories of our Faculty's code of conduct: honesty; confidentiality; respect; responsibility; and excellence. Altruism was from the Nursing Code of Ethics. Two expert committees anonymously rated and then discussed vignettes on their educational value and degree of unprofessional behaviour. Through consensus, the research team finalized vignette selection. RESULTS Eighty cases were submitted: 22 from another study; 20 from learners and nurses; and 30 from physicians; and eight from research team members. Two expert committees reviewed 53 and 42 vignettes, respectively. The final 18 were selected based upon: educational value; diversity in professionalism ratings; and representation of the professionalism categories. CONCLUSION Realistic and relevant professionalism vignettes can be systematically gathered from a community of practice and their representation of an institutional norm, educational value, and level of professional behaviour can be judged by experts with a high level of consensus.
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Affiliation(s)
- Penelope Smyth
- Department of Medicine, University of Alberta, Alberta, Canada
| | - Clair Birkman
- IDEAS Office, University of Alberta, Alberta, Canada
| | - Carol S Hodgson
- IDEAS Office, Department of Pediatrics, University of Alberta, Alberta, Canada
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Bonsignore A, Bragazzi NL, Basile C, Pelosi P, Gratarola A, Bonatti G, Patroniti N, Ciliberti R. Development and Validation of a Questionnaire investigating the Knowledge, Attitudes and Practices of Healthcare Workers in the Field of Anesthesiology concerning the Italian Law on Advance Healthcare Directives: a Pilot Study. ACTA BIO-MEDICA : ATENEI PARMENSIS 2021; 92:e2021092. [PMID: 34487082 PMCID: PMC8477106 DOI: 10.23750/abm.v92i4.11314] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Download PDF] [Subscribe] [Scholar Register] [Received: 02/05/2021] [Accepted: 02/08/2021] [Indexed: 11/23/2022]
Abstract
Advance healthcare directives are legal documents, in which the patient, foreseeing a potential loss of capacity and autonomy, makes in advance decisions regarding future care and, in particular, end-of-life arrangements. In Italy, advance healthcare directives are regulated by the Law 219 of 22 December 2017. Objectives of the study were: i) to develop and validate a questionnaire dedicated to evaluate the knowledge of the Law in a sample of 98 anesthesiologists, and ii) to shed light on the process of health-related decision-making and its determinants (age, gender, doctor/training resident, religious beliefs). A second part of the survey not analyzed in the present study, aimed to assess, through two simulated clinical scenarios, how patient' directives, relatives and the medical staff could influence physicians' clinical decision. Overall Cronbach's alpha coefficient of the questionnaire resulted 0.83. Three factors explaining up to 38.4% of total variance (communication and relationship with the patient; critical life-threatening situations and binding nature of the advance directive for the physician; and involvement of patients). Most of the doctors (58.7%) did not fully know the recent legislative provision. The lack of knowledge is critical in view of the specificity of the clinical area investigated (anesthesiology and intensive care), which has to cope with ethical issues. An adequate revision and implementation of the traditional curricula could help medical students and trainees develop the aptitudes and skills needed in their future profession.
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Muhaimin A, Willems DL, Utarini A, Hoogsteyns M. What Do Students Perceive as Ethical Problems? A Comparative Study of Dutch and Indonesian Medical Students in Clinical Training. Asian Bioeth Rev 2019; 11:391-408. [PMID: 33717325 PMCID: PMC7747269 DOI: 10.1007/s41649-019-00101-6] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/09/2018] [Revised: 08/08/2019] [Accepted: 11/11/2019] [Indexed: 11/29/2022] Open
Abstract
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. Indonesian students perceived substandard care and inequity in healthcare as ethical problems, while Dutch students perceived that cases which are not matters of life and death are less worthy to discuss. Our study suggests that there might be a gap between ethical problems that are discussed in class with teachers, and problems that students actually encounter in practice. Teachers should be aware of the everyday situations in clinical training which may be perceived by students as ethically problematic and should acknowledge and discuss these ethical problems with students as part of the learning processes in ethics education.
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Affiliation(s)
- Amalia Muhaimin
- Department of Bioethics and Humanities, Faculty of Medicine, Universitas Jenderal Soedirman, Purwokerto, Indonesia.,Department of General Practice, Section of Medical Ethics, Amsterdam University Medical Centre, University of Amsterdam, Amsterdam, The Netherlands
| | - Derk Ludolf Willems
- Department of General Practice, Section of Medical Ethics, Amsterdam University Medical Centre, University of Amsterdam, Amsterdam, The Netherlands
| | - Adi Utarini
- Department of Health Policy and Management, Faculty of Medicine, Public Health and Nursing, Universitas Gadjah Mada, Yogyakarta, Indonesia
| | - Maartje Hoogsteyns
- Department of General Practice, Section of Medical Ethics, Amsterdam University Medical Centre, University of Amsterdam, Amsterdam, The Netherlands
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Philibert I. The International Literature on Teaching Faculty Development in English-Language Journals: A Scoping Review and Recommendations for Core Topics. J Grad Med Educ 2019; 11:47-63. [PMID: 31428259 PMCID: PMC6697281 DOI: 10.4300/jgme-d-19-00174] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/07/2019] [Revised: 05/01/2019] [Accepted: 05/23/2019] [Indexed: 01/10/2023] Open
Abstract
BACKGROUND With increasing physician mobility, there is interest in how medical schools and postgraduate medical education institutions across the world develop and maintain the competence of medical teachers. Published reviews of faculty development (FD) have predominantly included studies from the United States and Canada. OBJECTIVE We synthesized the international FD literature (beyond the US and Canada), focusing on FD type, intended audience, study format, effectiveness, differences among countries, and potential unique features. METHODS We identified English-language publications that addressed FD for medical faculty for teaching and related activities, excluding US and Canadian publications. RESULTS A search of 4 databases identified 149 publications, including 83 intervention studies. There was significant growth in international FD publications for the most recent decade, and a sizable number of studies were from developing economies and/or resulted from international collaborations. Focal areas echo those in earlier published reviews, suggesting the international FD literature addresses similar faculty needs and organizational concerns. CONCLUSIONS The growth in publications in recent years and a higher proportion of reporting on participant reactions, coupled with less frequent reporting of results, transfer to practice, and impact on learners and the organization, suggest this is an evolving field. To enhance international FD, educators and researchers should focus on addressing common needs expressed by faculty, including curriculum design and evaluation, small group teaching, assessing professionalism and providing feedback. Future research should focus on approaches for developing comprehensive institutional FD programs that include communities of learning and practice and evaluating their impact.
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Gulino M, Patuzzo S, Baldelli I, Gazzaniga V, Merlo DF, Maiorana L, Murialdo G, Picozzi M, Armocida G, Cattorini P, Montaguti E, Bonometti S, Grossi AA, De Stefano F, Ciliberti R. Bioethics in Italian Medical and Healthcare Education. A Pilot Study. ACTA BIO-MEDICA : ATENEI PARMENSIS 2019; 89:519-531. [PMID: 30657121 PMCID: PMC6502089 DOI: 10.23750/abm.v89i4.7238] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Download PDF] [Subscribe] [Scholar Register] [Received: 04/27/2018] [Accepted: 07/24/2018] [Indexed: 11/23/2022]
Abstract
BACKGROUND AND AIM OF THE WORK Bioethics is relevant in healthcare and medical schools. However, unlike other foreign countries, its teaching in Italy has only been recently introduced, it is less extensively offered and no academic standards for bioethics education have been established. This research aims at understanding whether university bioethics courses attendees appreciate and consider teaching strategies to be effective with the objective of validating a coherent didactic approach to the discipline and stimulate further discussion on ways to improve it. METHODS A standardized survey was administered to 1590 students attending undergraduate degree programs in medicine and healthcare at four Italian universities. RESULTS The majority of interviewees (92.5%) had an interest in bioethics, considered it to be important for any life-sciences-related program (73.5%) and most healthcare (77.2%) and medical students (69.2%) suggested its teaching should be included in their curricula and made mandatory (66.3%) and continuous (57.7%), given its usefulness in clinical practice. Students consider bioethics as a care-integrated practice and appreciate teaching methods where it is integrated into clinical cases. Conceptual specificity and interdisciplinarity may affect the learning process and contribute to enhance students' analytical skills. CONCLUSIONS Italian bioethics education should be revised to meet students' expectations and preferences. Its complex, multi-disciplinary and transversal nature suggests bioethical education to be flexible and integrated among different disciplines, thus stimulating a broader critical capacity through cases studies and other interactive teaching methods for helping students better deal with bioethics-inherent difficulties and improve the learning process.
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Kamali F, Yousefy A, Yamani N. Explaining professionalism in moral reasoning: a qualitative study. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2019; 10:447-456. [PMID: 31297003 PMCID: PMC6599444 DOI: 10.2147/amep.s183690] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/17/2023]
Abstract
PURPOSE Professionalism is one of the most fundamental elements in judgment and moral reasoning and also an essential skill accompanied by other technical and scientific skills in the medical staff. Awareness of ethical aspects involves the clinical decision-making for patients. Therefore, this study aimed at explaining the role of professionalism in moral reasoning. PATIENTS AND METHODS This qualitative study was conducted on 17 faculty members and clinical students of medicine department. The participants were selected through purposive sampling method, and the data were collected via semistructured interviews after getting informed consent. Then, data were analyzed using conventional content analysis method. RESULTS Three main categories and eleven subcategories were classified as follows: professionalism principles with four subscales such as communication with patients, trust building, satisfying the patients, and moralism; professional responsibility with four subscales such as fulfillment of duties, commitment to professional rules, maintaining professional position, and dignity of the patient; professional evidence with three subscales based on data analysis such as patient's participation in decision-making, personal and other's experiences, and professional knowledge. CONCLUSION Training qualified people in medicine is one of the important missions of the professors. Improving the professionalism in students enables them in moral reasoning. Training professional principles, responsibility, and using professional evidence are the strategies used for job commitment in moral reasoning, and emphasis on how to train medical ethics will support graduates.
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Affiliation(s)
- Farahnaz Kamali
- Department of Medical Education, Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran;
| | - Alireza Yousefy
- Department of Medical Education, Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran;
| | - Nikoo Yamani
- Department of Medical Education, Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran;
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