Department of History of Medicine and Ethics, Ankara University, School of Medicine, Morfoloji Building, 06230, Ankara, Altındağ, Turkey.
Department of History of Medicine and Ethics, Acibadem University, School of Medicine, Kayışdağı Caddesi No:32, 34752, İstanbul, Ataşehir, Turkey.
BMC Med Educ. 2020 May 24;20(1):162. doi: 10.1186/s12909-020-02058-9.
Ethics teaching is globally considered an essential part of medical education fostering professionalism. It does not only provide knowledge for good clinical conduct, but also trains medical students as virtuous practitioners. Although Turkey has had a considerable experience in ethics education of healthcare professionals, the general state of ethics curricula at medical schools in Turkey is unknown.
The purpose of this study was to collect comprehensive data about the ethics education programs at medical schools in Turkey. To this aim, we designed a cross-sectional descriptive questionnaire survey which focuses on the content, teaching years, teaching, assessment and evaluation methodologies, workforce and infrastructure. We delivered the questionnaire to all medical schools in Turkey. Seventy-nine medical schools participated in this study (response rate: 78%).
Although most institutions had an undergraduate ethics curriculum (91.1%), the findings suggest deficiency of teaching personnel (34.2% had no instructors). Furthermore, the distribution and composition of the workforce was imbalanced. The content varies largely among institutions. Medical schools with an ethics department were more likely to diversify teaching topics. However, ethics education was largely based on the four-principle approach. The content was usually conveyed to students theoretically. Around 90% of schools had classroom lectures. It is the only method used at one-third of them. Clinical ethics education was mostly lacking. Multiple-choice tests were widely used to assess and evaluate student attainments (86.1%).
Staff qualified to teach ethics and ethics education integrated into the six-year medical curriculum given by a multidisciplinary team are urgent necessities. Considering teaching, assessment and evaluation methodologies used, most medical schools seem to fall short of fostering students to develop ethical attitudes. Endeavors aiming for modern topics should be encouraged. As the organization ethics education change continuously, we think that a platform for monitoring ethics education at medical schools in Turkey should be established. Such a body would help ethics instructors to network and find solutions to current problems and build shared wisdom.
全球范围内，医学教育中的伦理学教学被认为是培养专业精神的重要组成部分。它不仅提供了良好临床行为的知识，还培养了医学生成为有道德的从业者。尽管土耳其在医疗保健专业人员的伦理学教育方面已有相当丰富的经验，但土耳其医学院的伦理学课程总体情况尚不清楚。
本研究旨在收集有关土耳其医学院伦理学教育计划的综合数据。为此，我们设计了一项横断面描述性问卷调查，重点关注内容、教学年限、教学、评估和评价方法、人员和基础设施。我们向土耳其所有的医学院发放了问卷。79 所医学院参与了这项研究（回应率：78%）。
尽管大多数机构都有本科伦理学课程（91.1%），但调查结果表明，教学人员不足（34.2%的机构没有讲师）。此外，人员的分布和构成也不平衡。各机构的内容差异很大。设有伦理学系的医学院更有可能使教学主题多样化。然而，伦理学教育主要基于四原则方法。内容通常以理论形式传授给学生。大约 90%的学校都有课堂讲座。其中三分之一的学校仅使用这种方法。临床伦理教育大多缺乏。多选题测试广泛用于评估和评估学生的成绩（86.1%）。
急需有资格教授伦理学的人员以及由多学科团队提供的六年制医学课程中的伦理学教育。考虑到所使用的教学、评估和评价方法，大多数医学院似乎未能培养学生发展道德态度。应该鼓励针对现代主题的努力。随着组织伦理教育的不断变化，我们认为应该为土耳其医学院的伦理教育建立一个监测平台。该机构将有助于伦理教育者建立联系，找到解决当前问题的方法，并建立共享智慧。
