Khansari Fatemeh, Asghari Fariba, Mortaz Hejri Sara, Bathaie Fatane, Larijani Bagher
Medical Ethics and History of Medicine Research Center, Tehran University of Medical Sciences, Tehran, Iran.
Department of Medical Education, Tehran University of Medical Sciences, Tehran, Iran.
Caspian J Intern Med. 2022 Summer;13(3):498-510. doi: 10.22088/cjim.13.3.498.
Bioethics is the foundation of medical practices, and can be applied in the different levels of medicine. In Iran, Medical Ethics started to be taught in the form of PhD course in Tehran University of Medical Sciences (TUMS) in 2007. Although many aspects of this plan are successfully implemented, some deficits also are frequently pointed out by many professors and students. The purpose of this study was to recognize the deficits and weaknesses of the current curriculum.
This study was a qualitative descriptive type which was conducted based on semi-structured deep interview with open questions. The sample population of this research was composed of faculty members in Medical Ethics department of TUMS, students and graduates of PhD in Medical Ethics and also, the experts who worked on codification of the initial curriculum.
Overall, eleven individuals were interviewed. In general, "Practical application", "Feeling the Need", "Professional Doctorate", "Human Sciences", "Paramedical", "Possible", "Impossible", "Defining the Discipline Nature", "Student Attraction", "Professor", "Training", "Evaluation Procedure", "Student Admission", "Educational Content", "Teaching Method", :Student Evaluation", and "Course Management" were the main themes.
With regard to the deficiencies in Medical Ethics training and also, the problems identified through interviews, it seems that a great deal of problems are possible to solve if Medical Ethics is considered an interdisciplinary field instead a monodisciplinary one. One of the main purposes in interdisciplinary fields is investigating, analyzing and introducing measures for issues and problems that cannot be known and solved by a single discipline.
生物伦理学是医学实践的基础，可应用于医学的不同层面。在伊朗，医学伦理学于2007年开始在德黑兰医科大学（TUMS）以博士课程的形式授课。尽管该计划的许多方面都得到了成功实施，但许多教授和学生也经常指出一些不足之处。本研究的目的是识别当前课程的缺陷和弱点。
本研究是定性描述性研究，基于对开放性问题的半结构化深度访谈进行。本研究的样本群体由TUMS医学伦理学系的教员、医学伦理学博士的学生和毕业生，以及参与初始课程编纂工作的专家组成。
总体而言，共采访了11人。总的来说，“实际应用”“感觉有必要”“专业博士学位”“人文科学”“辅助医疗”“可能”“不可能”“界定学科性质”“吸引学生”“教授”“培训”“评估程序”“学生录取”“教育内容”“教学方法”“学生评估”和“课程管理”是主要主题。
鉴于医学伦理学培训中的不足以及通过访谈发现的问题，如果将医学伦理学视为一个跨学科领域而非单一学科领域，似乎很多问题都有可能得到解决。跨学科领域的主要目的之一是调查、分析并提出针对单一学科无法知晓和解决的问题的措施。
