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生物伦理学基础教程:针对研究生阶段健康专业人员的一次经历

Tutorials on basics of bioethics: an experience with post-graduate health professionals.

作者信息

Mishra N N, Bhatia Triptish, Parker Lisa S, Nimgaonkar Vishwajit L, Deshpande Smita N

机构信息

Dept. of Psychiatry, PGIMER-Dr. R.M.L. Hospital, New Delhi, India.

出版信息

Stud Health Technol Inform. 2013;192:1054.

Abstract

BACKGROUND

All health professionals are morally bound to recognize and address ethical issues in their daily practice. Understanding basics of bioethics can help professionals promote autonomy and protect the welfare of both patients and research participants. As part of the Fogarty International Center, NIH, USA, funded "Training Program for Psychiatric Genetics in India," NNM was trained in bioethics at University of Pittsburgh under the mentorship of Lisa S Parker, PhD.

OBJECTIVES

The overall goal of this Tutorial project was to translate NNM's Ethics training for hospital-based Indian health professionals to sensitize them to the ethical issues arising in psychiatric research and practice.

METHODOLOGY

After receiving official permission from the medical superintendent of PGIMER-Dr. R.M.L. Hospital, New Delhi, the program was announced. Candidates with a degree in one of the Health Care Sciences were enrolled. Five two-hour interactive sessions were held weekly on five topics. An evaluation of the effectiveness of the interactive tutorial program was conducted.

RESULTS

A total of 16 participants enrolled in these tutorials. The post-program evaluation of satisfaction for all topics of the program by participants indicated high mean score. The main need identified was for continued refreshing of bioethical knowledge and skills through academic activities.

摘要

背景

所有卫生专业人员在日常工作中都在道德上有义务认识并处理伦理问题。了解生物伦理学基础知识有助于专业人员促进自主性,并保护患者和研究参与者的福祉。作为美国国立卫生研究院福格蒂国际中心资助的“印度精神科遗传学培训项目”的一部分,NNM在美国匹兹堡大学在丽莎·S·帕克博士的指导下接受了生物伦理学培训。

目标

本教程项目的总体目标是将NNM为印度医院卫生专业人员开展的伦理学培训进行转化,使他们对精神科研究和实践中出现的伦理问题保持敏感。

方法

在获得新德里PGIMER-Dr. R.M.L.医院医务主任的正式许可后,该项目宣布启动。招收了拥有卫生保健科学相关学位之一的候选人。每周就五个主题举行五次两小时的互动课程。对互动教程项目的有效性进行了评估。

结果

共有16名参与者参加了这些教程。参与者对该项目所有主题的项目后满意度评估显示平均得分较高。确定的主要需求是通过学术活动持续更新生物伦理学知识和技能。

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