Gulino Matteo, Patuzzo Sara, Baldelli Ilaria, Gazzaniga Valentina, Merlo Domenico Franco, Maiorana Lucia, Murialdo Giovanni, Picozzi Mario, Armocida Giuseppe, Cattorini Paolo, Montaguti Elena, Bonometti Stefano, Grossi Alessandra Agnese, De Stefano Francesco, Ciliberti Rosagemma
Sapienza University of Rome, Italy.
Acta Biomed. 2019 Jan 15;89(4):519-531. doi: 10.23750/abm.v89i4.7238.
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.
A standardized survey was administered to 1590 students attending undergraduate degree programs in medicine and healthcare at four Italian universities.
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.
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.
生物伦理学在医疗保健及医学院校中具有重要意义。然而，与其他国家不同的是，意大利最近才开始引入生物伦理学教学，其开设范围较窄，且尚未建立生物伦理学教育的学术标准。本研究旨在了解大学生物伦理学课程的参与者是否认可并认为教学策略有效，目的是验证该学科连贯的教学方法，并激发关于改进方法的进一步讨论。
对意大利四所大学医学与医疗保健本科学位课程的1590名学生进行了标准化调查。
大多数受访者（92.5%）对生物伦理学感兴趣，认为它对任何与生命科学相关的课程都很重要（73.5%），大多数医疗保健专业学生（77.2%）和医学生（69.2%）建议将其教学纳入课程并使其成为必修课（66.3%）且持续进行（57.7%），因为它在临床实践中很有用。学生们将生物伦理学视为一种融入护理的实践，并欣赏将其融入临床案例中的教学方法。概念特异性和跨学科性可能会影响学习过程，并有助于提高学生的分析能力。
意大利的生物伦理学教育应进行修订，以满足学生的期望和偏好。其复杂、多学科和横向的性质表明，生物伦理学教育应灵活且融入不同学科之间，从而通过案例研究和其他互动教学方法激发更广泛的批判性能力，帮助学生更好地应对生物伦理学固有的难题并改善学习过程。
