Salari Pooneh, Khansari Fatemeh, Afshar Leila
Medical Ethics and History of Medicine Research Center, Tehran University of Medical Sciences, Tehran, Iran.
Department of Medical Ethics, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran.
Med J Islam Repub Iran. 2022 Dec 26;36:176. doi: 10.47176/mjiri.36.176. eCollection 2022.
Historically, teaching medical ethics was always an important educational objective; however, the educational strategies to fulfill this goal varied in different times and areas. In the past two decades, teaching ethics has become an important part of the core curriculum of medical sciences in IRAN; however, ethics is relatively a newcomer to the undergraduate curriculum of medical sciences. This study aimed to evaluate the current status of teaching ethics in medical sciences in Iran. This descriptive survey was quantitatively conducted in two phases; evaluation of the curricula and syllabus of all undergraduate programs and surveying medical ethics teaching in all medical universities and/or schools using a questionnaire. The course title, content, hours (units), the recommended references, the teaching and students' assessment methods, and the information of ethics teachers were reviewed and analyzed. The study showed some features about the current status of ethics teaching in medical sciences, including 1) no incorporation of ethics in 10 BS and MSc curricula; 2) different course titles, course contents and course units in similar programs; 3) non-adherence to the curriculum in terms of the core content, the references, and teaching and assessment methods; 4) non-adherence to the ethics core content especially in medical, dentistry, and pharmacy schools; 5) lack of qualified ethics teachers; and 6) no horizontal or vertical integration in ethics teaching. Taken together, to overcome shortcomings in teaching ethics, the authors suggest a four-phase approach for strengthening and reforming ethics education in medical sciences including determining the core content for ethics teaching by experts consensus, revising curricula in all undergraduate programs of medical sciences, training ethics teachers, and amending infrastructures for teaching ethics.
从历史上看，医学伦理学教学一直是一项重要的教育目标；然而，实现这一目标的教育策略在不同时期和地区有所不同。在过去二十年中，伦理学教学已成为伊朗医学科学核心课程的重要组成部分；然而，伦理学在医学科学本科课程中相对来说还是一个新成员。本研究旨在评估伊朗医学科学中伦理学教学的现状。这项描述性调查分两个阶段进行定量研究；评估所有本科专业的课程和教学大纲，并使用问卷对所有医科大学和/或学校的医学伦理学教学进行调查。对课程名称、内容、学时（单位）、推荐参考文献、教学和学生评估方法以及伦理学教师的信息进行了审查和分析。研究显示了医学科学中伦理学教学现状的一些特点，包括：1）10个本科和硕士课程中未纳入伦理学；2）类似专业的课程名称、课程内容和课程单元不同；3）在核心内容、参考文献以及教学和评估方法方面未遵循课程要求；4）尤其是在医学院、牙科学院和药学院未遵循伦理学核心内容；5）缺乏合格的伦理学教师；6）伦理学教学中缺乏横向或纵向整合。综上所述，为克服伦理学教学中的不足，作者建议采用四阶段方法来加强和改革医学科学中的伦理学教育，包括通过专家共识确定伦理学教学的核心内容、修订医学科学所有本科专业的课程、培训伦理学教师以及改善伦理学教学的基础设施。
