Khalajzadeh Majid Reza, Kiani Mehrzad, Borhani Fariba, Bazmi Shabnam, Nazari Tavakkoli Saeid, Abbasi Mahmoud
Department of Medical Ethics, School of Traditional Medicine, Shahid Beheshti University of Medical sciences, Tehran, Iran.
Medical Ethics and Law Research Center, Medical Surgical Department of Nursing and Midwifery School, Shahid Beheshti University of Medical Sciences, Tehran, Iran.
Med J Islam Repub Iran. 2019 Apr 29;33:36. doi: 10.34171/mjiri.33.36. eCollection 2019.
Ethical attitudes and personal values play a significant role in clinical decision-making; however, they have been given limited attention by professionals in laboratory medicine. Studies suggest that individual attitudes are not static and that professionals learn ethical attitudes through a variety of formal and informal learning methods. This study was conducted to investigate changes in the attitudes of clinical laboratory professionals after teaching them ethics and to compare the results among the 3 groups. Four topics were selected in the field of medical laboratory ethics as teaching materials. A questionnaire including 22 items was designed and validated. Teaching sessions for the 3 study groups were held. All 65 clinical laboratory participants completed the questionnaire before and after the classes. Paired t test and ANOVA were used to assess differences among groups. Significant differences were found in the mean scores of ethical attitudes before and after the educational intervention among the lecture-based teaching group (p=0.016), problem-based learning group (p=0.001), and all participants (p=0.004). However, no significant difference was found between the mean scores before and after the intervention in role-playing group (p=0.623). Teaching by lecturing and problem-based learning was more effective to change ethical attitude of the laboratory professionals than the role-playing method. Thus, we suggest the implementation of teaching ethics using these methods to improve the ethical attitude of clinical laboratory professionals.
伦理态度和个人价值观在临床决策中起着重要作用；然而，它们在检验医学专业人员中受到的关注有限。研究表明，个人态度并非一成不变，专业人员通过各种正式和非正式的学习方法来学习伦理态度。本研究旨在调查临床检验专业人员在接受伦理学教学后的态度变化，并比较三组的结果。在医学检验伦理学领域选择了四个主题作为教学材料。设计并验证了一份包含22个条目的问卷。为三个研究小组举办了教学课程。所有65名临床检验参与者在课程前后都完成了问卷。采用配对t检验和方差分析来评估组间差异。在基于讲座的教学组（p = 0.016）、基于问题的学习组（p = 0.001）以及所有参与者（p = 0.004）中，教育干预前后伦理态度的平均得分存在显著差异。然而，角色扮演组干预前后的平均得分之间没有显著差异（p = 0.623）。与角色扮演方法相比，讲座教学和基于问题的学习在改变检验专业人员伦理态度方面更有效。因此，我们建议采用这些方法实施伦理学教学，以改善临床检验专业人员的伦理态度。
