Karamzadeh Atefeh, Mosalanejad Leili, Bazrafkan Leila
Education Development Center, Shiraz University of Medical Sciences, Shiraz, Iran.
Department of Medical Education, Virtual Education Center, Jahrom University of Medical Sciences, Jahrom, Iran.
J Educ Health Promot. 2021 Sep 30;10:331. doi: 10.4103/jehp.jehp_59_21. eCollection 2021.
The use of active teaching methods in ethics education, instead of being merely teacher centred, can lead students to problem-solving in a practical way. Therefore, this study was conducted with the aim of comprehensive medical ethics education based on educational approaches and the effect of this approach on students' learning and moral reasoning skills.
This quasi-experimental intervention study was performed on seventy physiopathology medical students who had taken the medical ethics course. The students' educational program included teaching theoretical concept of medical ethics, discussing ethical cases and clinical reasoning in class, and then discussing in forum environment and individual assignments in the learning management system (LMS) system and completing the portfolio. Student evaluation was associated students' knowledge, attitu de, and moral reasoning skills and learning. A comprehensive program including forum participation, individual assignments in LMS, theory and objective structured clinical examination (OSCE) tests, and portfolio completion was used to evaluation of students. The students' learning was compared to students of the previous year, which was conducted through a traditional teacher-centered method. Data analysis was conducted using IBM SPSS Statistics 21 at two levels of descriptive statistics and analytic statistics.
The results showed that there was a significant difference between the mean learning of students compared with traditional class ( < 0.05). Furthermore, comparison of students' practical scores through the OSCE test showed its impact on changing students' knowledge, attitude, and performance in moral reasoning.
According to research findings, it seems that the mentioned model is one of the important and new issues as a suitable method of teaching medical ethics. Furthermore, it can be suitable model in other medical courses. The more research in multicentral may be need to assess other effects on students' learning indicators.
在伦理教育中使用积极的教学方法，而不仅仅是以教师为中心，可以引导学生以实际的方式解决问题。因此，本研究旨在基于教育方法进行全面的医学伦理教育，并探讨这种方法对学生学习和道德推理技能的影响。
本准实验性干预研究对70名已修医学伦理课程的生理病理学专业医学生进行。学生的教育计划包括教授医学伦理的理论概念、在课堂上讨论伦理案例和临床推理，然后在论坛环境中进行讨论，并在学习管理系统（LMS）中完成个人作业和作品集。学生评估与学生的知识、态度、道德推理技能和学习情况相关。一个包括论坛参与、LMS中的个人作业、理论和客观结构化临床考试（OSCE）测试以及作品集完成情况的综合计划被用于评估学生。将这些学生的学习情况与上一年通过传统以教师为中心的方法进行学习的学生进行比较。使用IBM SPSS Statistics 21在描述性统计和分析统计两个层面进行数据分析。
结果显示，与传统课堂相比，学生的平均学习成绩存在显著差异（<0.05）。此外，通过OSCE测试对学生实践成绩的比较显示了其对改变学生在道德推理方面的知识、态度和表现的影响。
根据研究结果，上述模型似乎是医学伦理教学的一种重要且新颖的合适方法。此外，它也可能适用于其他医学课程。可能需要在多中心进行更多研究，以评估对学生学习指标的其他影响。
