Department of Primary Care and Clinical Medicine, College of Osteopathic Medicine, Sam Houston State University, Conroe, USA.
College of Osteopathic Medicine, Sam Houston State University, Conroe, USA.
BMC Med Educ. 2022 Dec 1;22(1):829. doi: 10.1186/s12909-022-03865-y.
Medical ethics education is crucial for preparing medical students to face ethical situations that can arise in patient care. Instances of ethics being integrated into biomedical science education to build the connection between human science and ethics is limited. The specific aim of this study was to measure student attitudes towards an innovative curriculum design that integrates ethics education directly into a biomedical science course in pre-clinical medical curriculum.
In this cross-sectional study, three ethics learning modules were designed and built in a biomedical science course in the pre-clinical curriculum. All students of Class of 2024 who were enrolled in the course in 2021 were included in the study. Each module integrated ethics with basic science topics and was delivered with different teaching modalities. The first module used a documentary about a well-known patient with severe combined immunodeficiency disease. The second module was delivered through a clinical scenario on HIV infection. The third module used small group discussion and debate on the topic of blood transfusion. For evaluation, students were asked to self-identify the ethical challenges associated with each module and complete reflective writing to assess their knowledge and attitude. Quantitative and qualitative analyses were conducted on student perceptions of each module.
Likert scale ratings on the usefulness of each module revealed significantly higher ratings for the small group discussion/debate module, seconded by the documentary and lastly the case scenario only modules. Narrative analysis on student feedback revealed three themes: General favorable impression, Perceived learning outcomes, and Critiques and suggestion. Common and unique codes were identified to measure the strengths and weaknesses of each module. Overall, students' perception of the curriculum design was extremely positive.
This curriculum design enabled us to highlight foundational biomedical sciences and clinical conditions with ethical dilemmas that physicians are likely to face in practice. Students found value in the modules, with a preference for the most active learning method. This study provides insight on a novel approach for integrating medical ethics into biomedical science courses that can be tailored to any institution. Strategies learned include utilizing active learning modalities and discussion.
医学伦理学教育对于培养医学生应对患者护理中可能出现的伦理问题至关重要。将伦理学纳入生物医学科学教育以建立人类科学与伦理学之间联系的实例有限。本研究的具体目的是衡量学生对将伦理学教育直接纳入生物医学科学课程的创新课程设计的态度，该课程设计位于临床医学课程的前期。
在这项横断面研究中，我们在前期临床医学课程的生物医学科学课程中设计并构建了三个伦理学学习模块。2021 年修读本课程的 2024 级全体学生均纳入研究。每个模块都将伦理学与基础科学主题相结合，并采用不同的教学模式进行授课。第一个模块使用了一部关于一名患有严重联合免疫缺陷病的知名患者的纪录片。第二个模块通过有关 HIV 感染的临床案例进行授课。第三个模块采用小组讨论和辩论的形式探讨输血主题。为了评估，学生被要求自行确定每个模块相关的伦理挑战，并完成反思性写作以评估他们的知识和态度。对学生对每个模块的看法进行了定量和定性分析。
对每个模块有用性的李克特量表评分显示，小组讨论/辩论模块的评分明显更高，其次是纪录片模块，最后是仅案例场景模块。对学生反馈的叙事分析揭示了三个主题：总体良好印象、感知学习成果和批评与建议。确定了通用和独特的代码，以衡量每个模块的优缺点。总的来说，学生对课程设计的看法非常积极。
这种课程设计使我们能够突出基础生物医学科学和临床状况，并带有医师在实践中可能遇到的伦理困境。学生认为这些模块具有价值，对最活跃的学习方法表现出偏好。这项研究为将医学伦理学纳入生物医学科学课程提供了一种新颖的方法，可根据任何机构的情况进行调整。所学到的策略包括利用主动学习模式和讨论。
