Asghari Fariba, Samadi Aniseh, Dormohammadi Taraneh
Assistant Professor, Medical Ethics and History of Medicine Research Center, Tehran University of Medical Sciences.
J Med Ethics Hist Med. 2009 May 31;2:7. Print 2009.
Judgment This study was done in order to evaluate the effectiveness of the revisions made in the course of medical ethics for undergraduate medical students. Medical Students of Tehran University of Medical Sciences who took the course of medical ethics in a semester before the implementation of the revision and those who took the course after the implementation of the revision at the beginning and at the end of course responded to two questionnaires (one for evaluating knowledge and the other for assessing their moral judgment). Response rate was between 70 to 93.1 percent. Students' knowledge was significantly higher in the semester after the course revision (mean ± SD: 6.12 ± 1.3) in comparison with the semester before the reform (mean ± SD: 3.63 ± 1.7) (P=0.001). Students' knowledge after taking this course showed an increase of about 60% when compared with their knowledge level before starting the course (P=0.001). There was no significant difference in the level of moral judgment before and after taking the revised course of medical ethics while moral judgment level of students in two semester[before (21.21 ± 4.0) and after 15.25 ± 2.87) reform] were significantly different (P=0.02). The revisions made in the course of medical ethics for medical students were effective in improving students' knowledge but could not improve their moral judgment. This could be due to the short length of this course and also the small sample size in this study. We suggest that this study should be repeated with larger sample size and also with other methods of a course evaluation.
评判 本研究旨在评估本科医学生医学伦理学课程修订的效果。德黑兰医科大学的医学生在修订实施前一个学期修读医学伦理学课程，以及在修订实施后修读该课程的学生，在课程开始和结束时回答了两份问卷（一份用于评估知识，另一份用于评估他们的道德判断）。回复率在70%至93.1%之间。与改革前的学期相比（均值±标准差：3.63±1.7），课程修订后的学期学生的知识水平显著更高（均值±标准差：6.12±1.3）（P = 0.001）。与开始课程前的知识水平相比，修读该课程后学生的知识增长了约60%（P = 0.001）。在修读修订后的医学伦理学课程前后，道德判断水平没有显著差异，而两个学期[改革前（21.21±4.0）和改革后（15.25±2.87）]学生的道德判断水平存在显著差异（P = 0.02）。医学生医学伦理学课程的修订在提高学生知识方面是有效的，但未能提高他们的道德判断。这可能是由于该课程时长较短以及本研究中的样本量较小。我们建议应使用更大的样本量并采用其他课程评估方法重复本研究。
