Ramezani Ghobad, Aalaa Maryam, Zahedi Farzaneh, Soltani Arabshahi Seyed Kamran, Rasouli Davood, Keshavarzi Mohammad Hasan
Researcher, Center for Educational Research in Medical Sciences (CERMS), Department of Medical Education, School of Medicine, Iran University of Medical Sciences (IUMS), Tehran, Iran.
Researcher, Evidence Based Medicine Research Center, Endocrinology and Metabolism Clinical Sciences Institute, Tehran University of Medical Sciences, Tehran, Iran.
J Med Ethics Hist Med. 2021 Dec 31;14:30. doi: 10.18502/jmehm.v14i30.8366. eCollection 2021.
The controversial role of ethics in clinical education and its ability to draw the attention of a large audience is inevitable. The issues and challenges of the COVID-19 pandemic have transformed the clinical education environment. This study was conducted to explore the challenges and ethical requirements of medical sciences education during the COVID-19 pandemic in 2020. The study was qualitative research and the instrument was a semi-structured interview. The participants included faculty members of the basic and clinical Sciences at Iran University of Medical Sciences. After 16 rounds of interviews, theoretical saturation was achieved. Qualitative data were analysed using conventional content analysis, which resulted in 81 preliminary codes and 28 sub-categories. Finally, two themes of "ethical challenges" and "ethical requirements", and 10 categories were achieved. The categories were consisted of "being patient-centred", "social accountability of curriculums", "ethical challenges of the clinical environment", "the poor performance of the clinical faculty members and students", "being justice-centred", "raising awareness", "observing clinical research ethics", "preservation and promotion of mental health", "patient confidentiality", and "respect for individuals". We hope the ethical challenges in medical education that were created due to the emergence of Covid-19 can be reduced and eliminated by defining a framework for ethical requirements.
伦理学在临床教育中的争议性作用及其吸引大量受众关注的能力是不可避免的。新冠疫情的问题和挑战改变了临床教育环境。本研究旨在探讨2020年新冠疫情期间医学教育的挑战和伦理要求。该研究为定性研究，采用半结构化访谈作为工具。参与者包括伊朗医科大学基础和临床科学的教职员工。经过16轮访谈，达到了理论饱和。使用常规内容分析法对定性数据进行分析，得出81个初步编码和28个子类别。最后，形成了“伦理挑战”和“伦理要求”两个主题以及10个类别。这些类别包括“以患者为中心”“课程的社会责任感”“临床环境的伦理挑战”“临床教职员工和学生的表现不佳”“以公正为中心”“提高认识”“遵守临床研究伦理”“维护和促进心理健康”“患者保密”以及“尊重个人”。我们希望通过定义伦理要求框架，减少并消除因新冠疫情出现而在医学教育中产生的伦理挑战。
