Shamim Muhammad Shahid, Torda Adrienne, Baig Lubna A, Zubairi Nadeem, Balasooriya Chinthaka
Dow Institute of Health Professionals Education, Dow University of Health Sciences, Karachi, Pakistan.
Scholar at the University of New South Wales, Sydney, Australia.
BMC Med Educ. 2021 Jan 6;21(1):9. doi: 10.1186/s12909-020-02425-6.
Delivery of medical ethics education is complex due to various reasons, compounded by the context-dependent nature of the content. The scarcity of relevant resources in the contexts of some developing countries adds a further layer of difficulty to ethics education in these contexts. We used a consultative approach with students, teachers and external experts to develop a practical approach to medical ethics education. This study aimed to develop and refine a contextually relevant approach to ethics education in the region of Saudi Arabia.
The study utilised an explorative qualitative methodology to seek views of students and faculty of Rabigh Faculty of Medicine, Saudi Arabia, and international experts in the field of ethics and education to review and enhance a new ethics learning strategy which included a workbook-based tool. Three focus groups with 12 students, in-depth interviews with four faculty members and qualitative feedback from eleven external experts enabled the study participants to objectively critique the WBEL and provide feedback to enhance its quality. Thematic content analysis of the data was done to draw inferences which were used to refine the educational strategy.
The analysis generated twenty-one sub-themes within four main themes: design features, content, teaching methods and assessment. These findings helped to design the educational strategy to improve its effectiveness in the given context.
The study drew on the views of students, faculty and external experts to systematically develop a novel approach to ethics education for countries like Saudi Arabia. It also demonstrated the use of the consultative approach for informing a culturally relevant educational strategy in the Middle East context.
由于各种原因，医学伦理教育的开展较为复杂，而内容的情境依赖性又使其更加复杂。一些发展中国家的相关资源匮乏，给这些国家的伦理教育增添了更多困难。我们采用了一种与学生、教师和外部专家协商的方法，以制定一种医学伦理教育的实用方法。本研究旨在开发并完善一种与沙特阿拉伯地区情境相关的伦理教育方法。
本研究采用探索性定性方法，征求沙特阿拉伯拉比格医学院的学生和教师以及伦理与教育领域国际专家的意见，以审查并改进一种新的伦理学习策略，该策略包括一种基于工作手册的工具。与12名学生进行的三个焦点小组讨论、对四名教师的深入访谈以及来自11名外部专家的定性反馈，使研究参与者能够客观地批判基于工作手册的伦理学习（WBEL）并提供反馈以提高其质量。对数据进行主题内容分析以得出推论，这些推论用于完善教育策略。
分析在四个主要主题（设计特点、内容、教学方法和评估）中产生了21个子主题。这些发现有助于设计教育策略，以提高其在特定情境中的有效性。
本研究借鉴了学生、教师和外部专家的意见，系统地为沙特阿拉伯等国家开发了一种新颖的伦理教育方法。它还展示了如何使用协商方法来制定中东地区与文化相关的教育策略。
