Attitude of Clinical Clerkship Medical Students towards Learning Method of Medical Ethics in Obstetrics and Gynecology
Attitude of Medical Students towards Learning Method of Ethics
Keywords:
medical ethics, case-based study, attitude, characteristics of medical teachersAbstract
Teaching medical ethics is a challenging topic in medical curriculum. It is difficult to teach students to achieve confidence and be able to apply knowledge in the real situation. This survey aimed at evaluating attitudes towards learning method of medical ethics in Obstetrics and Gynecology while studying in the Department of Obstetrics and Gynecology in Naresuan University Hospital. Ethics in OB & GYN about medical errors and disclosure were taught with case-based approach and small group discussion. Medical students' attitudes towards learning method and the preferable characteristics of medical teachers who should teach ethics were evaluated by a questionnaire and opened-end questions. The results showed that 98.5% of medical students agreed that small group discussion highly impacted on their learning process better than conventional lectures. The preferably important characteristics of medical ethic-teachers were: optimal experience in academic working and teaching, good listener, and good role model for students. In conclusion, a case-based with problem-oriented scenario can stimulate students' critical and reasonable thinking. The appropriate characteristics of medical teachers has highly positive impact on medical students' attitudes and learning environment
References
2. Calman KC, Downie RS. Practical problems in the teaching of ethics to medical students. J Med Ethics 1987;13(3):153-6.
3. Eckles RE, Meslin EM, Gaffney M, Helft PR. Medical ethics education: where are we? Where should we be going? A review. Acad Med 2005;80(12):1143-52.
4. Cummings CL. Teaching and assessing ethics in the newborn ICU. Semin Perinatol 2016;40(4):261-9.
5. Dickinson BL, Lackey W, Sheakley M, Miller L, Jevert S, Shattuck B. Involvinga real patient in the design and implementation of case-based learning to engage learners. Adv Physiol Educ 2018;42(1):118-22.
6. Bell K, Boshuizen HP, Scherpbier A, Dornan T. When only the real thing will do: junior medical students' learning from real patients. Med Educ 2009;43(11):1036-43.
7. Self DJ, Wolinsky FD, Baldwin DC Jr. The effect of teaching medical ethics onmedical students' moral reasoning. Acad Med 1989;64(12):755-9.
8. Lawson AD. What is medical ehtics? Trends Anaesth Crit Care 2011;1(1):3-6.
9. Klingensmith ME. Teaching ethics in surgical training programs using a case-based format. J Surg Educ 2008;65(2):126-8.
10. Byrne J, Straub H, DiGiovanni L, Chor J. Evaluation of ethics education in obstetrics and gynecology residency programs. Am J Obstet Gynecol 2015;212(3):397.e1-8.
11. Khatiban M, Falahan SN, Amini R, Farahanchi A, Soltanian A. Lecture-based versus problem-based learning in ethics education among nursing students. Nurs Ethics 2019;26(6):1753-64.
12. Rees C, Sheard C, McPherson A. Medical students' views and experiences of methods of teaching and learning communication skills. Patient Educ Couns 2004;54(1):119-21
13. Fawzi MM. Medical ethics educational improvement, is it needed or not?! Survey for the assessment of the needed form, methods and topics of medical ethics teaching course amongst the final years medical students, Faculty of Medicine, Ain Shams University (ASU), Cairo, Egypt 2010. J Forensic Leg Med 2011;18(5):204-7.
