Heidari Akram, Adeli Seyyed-Hassan, Taziki Sadegh-Ali, Akbari Valliollahe, Ghadir Mohammad-Reza, Moosavi-Movahhed Seyyed-Majid, Ahangari Roghayyeh, Sadeghi-Moghaddam Parvaneh, Mirzaee Mohammad-Rahim, Damanpak-Moghaddam Vahid
Medical Ethics Department, Qom University of Medical Sciences, Qom, Iran;
J Med Ethics Hist Med. 2013 Jan 1;6:1. Print 2013.
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.
讲座是伦理教育中最常用的教学方法，而基于问题的学习（PBL）和小组讨论（SGD）已被引入作为更有效的方法。本研究比较了这些方法在医学伦理学教学中的效果。20名学生（12名女生和8名男生）被随机分为两组。一组采用PBL方法教学，另一组采用SGD方法教学。使用25个开放式问题进行评估，在课程结束时，使用课程评估表来了解学生对每种教学方法的优缺点、对课程的满意度、参加课程的兴趣以及他们对伦理教学对学生行为影响的看法。PBL组的平均得分（16.04±1.84）高于SGD组（15.48±2.01）。两组的满意度分别为3.00±0.47和2.78±0.83。这些差异无统计学意义。由于PBL组的平均得分和满意度高于SGD组，因此建议尽可能采用PBL方法进行伦理教育。
