Journal articles: 'Medical ethics Medical students'

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Loewy, E. H. "Teaching medical ethics to medical students." Academic Medicine 61, no. 8 (August 1986): 661–5. http://dx.doi.org/10.1097/00001888-198608000-00005.

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Vodenitcharova, Alexandrina, Nikoleta Leventi, and Kristina Popova. "STUDENTS ATTITUDE TOWARDS MEDICAL ETHICS EDUCATION." CBU International Conference Proceedings 7 (September 30, 2019): 853–57. http://dx.doi.org/10.12955/cbup.v7.1466.

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Medical ethics (ME) and bioethics education are integrated in many medical schools, as a discipline, which aims to help future doctors to recognize ethical issues in healthcare and develop ethical decision-making skills. The main purpose of this paper was to explore students’ attitude towards medical ethics and bioethics, as a course of their education curriculum in the Medical University of Sofia in Bulgaria. The goal was to find out students expectations for the contribution of the acquired knowledge to reflect upon the ethical dimensions and human rights considerations of medicine, healthcare and science after the end of their ME course. A paper questionnaire was distributed to medical students with a letter indicating the purpose of the study. All the students were anonymous and voluntarily participated in the survey. Completed questionnaires were received from 344 medical students. According to the results, the majority (94%) of the participants are familiar with the principles of medical ethics and bioethics and supports (86%) the necessity of studying Medical ethics. Most of the students (87%) think that medical ethics education will help them in their future work and believe (86%) that this course will improve their professionalism, while their opinion (70%) is that medical ethics will lead to effectively co-working with other medical professionals.

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H. Saied, Nadia. "Medical students' attitudes to medical ethics education." Annals of the College of Medicine, Mosul 39, no. 2 (December 28, 2013): 101–6. http://dx.doi.org/10.33899/mmed.2013.81302.

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FINN, ROBERT. "Medical Students Ignorant Of Military Medical Ethics." Clinical Psychiatry News 35, no. 12 (December 2007): 35. http://dx.doi.org/10.1016/s0270-6644(07)70779-8.

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Aacharya, Ramesh P., and Yagya L. Shakya. "Knowledge, attitude and practice of medical ethics among medical intern students in a Medical College in Kathmandu." Bangladesh Journal of Bioethics 6, no. 3 (May 6, 2016): 1–9. http://dx.doi.org/10.3329/bioethics.v6i3.27613.

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This baseline study was conducted to find out the knowledge, attitudes and practices of medical ethics among the undergraduate medical interns who did not have structured ethics curriculum in their course. A descriptive, cross-sectional study was carried out using a self-administered structured questionnaire among the medical undergraduate interns of Maharajgunj Medical Campus, the pioneer medical college of Nepal which enrols 60 students in a year. A total of 46 interns participated in the study. The most common source of knowledge on ethics was lectures/seminars (35.7%) followed by experience at work (24.5%), training (21.4%) and own reading (17.3%). The main contents of Hippocratic Oath were known to 98.8% while 60.9% knew the main contents of Nepal Medical Council (NMC) code of ethics. Great majority (91.3%) regard ethics as very important in medical profession. Doctors know the best irrespective of patients opinion was disagreed by only 39.1% indicating the paternalistic attitude. However, 78.3% were in favour of adhering to the patients wish. None of the participant agreed to abandon confidentiality. Only about one-fourth (26.1%) claim to encounter ethical dilemma every day while the highest number (43.5%) had once in a month. To deal with the situation of ethical dilemma, majority approached to immediate supervisor followed by head of the department and colleagues. Eighty-seven percent of participating interns were involved in research activities involving human subjects. Only one of the participants had encountered the ethical issue on end-of-life and it was do-not-resuscitate consent in a terminally ill patient. On implementation of the curriculum on medical ethics focus should be - principles of biomedical ethics, sensitive ethical dilemmas like end-of-life care and practical experiences with participation in deliberations of the ethics committee.

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Bloch, Sidney. "Medical students and clinical ethics." Medical Journal of Australia 178, no. 4 (February 2003): 167–69. http://dx.doi.org/10.5694/j.1326-5377.2003.tb05133.x.

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Wong, Josephine G. W. S., and Erik P. T. Cheung. "Ethics assessment in medical students." Medical Teacher 25, no. 1 (January 2003): 5–8. http://dx.doi.org/10.1080/0142159021000061341.

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Weatherall, D. J. "Teaching ethics to medical students." Journal of Medical Ethics 21, no. 3 (June 1, 1995): 133–34. http://dx.doi.org/10.1136/jme.21.3.133.

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MERRICK, ALLISON, ROCHELLE GREEN, THOMAS V. CUNNINGHAM, LEAH R. EISENBERG, and D. MICAH HESTER. "Introducing the Medical Ethics Bowl." Cambridge Quarterly of Healthcare Ethics 25, no. 1 (January 2016): 141–49. http://dx.doi.org/10.1017/s0963180115000389.

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Abstract:Although ethics is an essential component of undergraduate medical education, research suggests that current medical ethics curricula face considerable challenges in improving students’ ethical reasoning. This article discusses these challenges and introduces a promising new mode of graduate and professional ethics instruction for overcoming them. We begin by describing common ethics curricula, focusing in particular on established problems with current approaches. Next, we describe a novel method of ethics education and assessment for medical students that we have devised: the Medical Ethics Bowl (MEB). Finally, we suggest the pedagogical advantages of the MEB when compared to other ethics curricula.

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Athar Khan, Muhammad, and Beenish Zafar. "PERCEPTION OF MEDICAL STUDENTS REGARDING MEDICAL ETHICS TEACHING IN THEIR CURRICULUM." Pakistan Journal of Rehabilitation 6, no. 1 (January 1, 2017): 51–57. http://dx.doi.org/10.36283/pjr.zu.6.1/008.

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BACKGROUND The research is conducted to determine the level of medical student’s perception regarding medical ethics subject and what strategy should be used to convey the ethical knowledge in their practice. The effort is required for implementation of this course as a compulsory subject as students have shown great affinity towards this subject. OBJECTIVE To identify the perception of medical students regarding teaching of medical ethics in their curriculum. STUDY DESIGN & SAMPLING TECHNIQUE It is a cross sectional study. Students were selected through Simple Random Sampling. STUDY SETTINGS & PARTICIPANTS Data gathered through structured questionnaire distributed among private and Government medical universities. Collected data is analyzed on SPSS version 17. Percentages and frequencies are computed and chi-square test of significance is used to obtain the result. RESULTS Our study revealed that among 112 respondents 108 (96.4%) respondents considered education in medical ethics is important while 4 (3.6%) respondents said that education in medical ethics subject is not important.

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Glick, S. M. "The teaching of medical ethics to medical students." Journal of Medical Ethics 20, no. 4 (December 1, 1994): 239–43. http://dx.doi.org/10.1136/jme.20.4.239.

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S., Iswarya, and Bhuvaneshwari S. "Knowledge and attitude related to medical ethics among medical students." International Journal Of Community Medicine And Public Health 5, no. 6 (May 22, 2018): 2222. http://dx.doi.org/10.18203/2394-6040.ijcmph20182065.

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Background: There has been growing public awareness regarding the ethical conduct of medical practitioners, and complaints against physicians appear to be escalating. After completing their studies, healthcare professionals are expected to know ethical principles and apply them in their clinical practice. Hence, this study was conducted to assess the knowledge and attitude of medical ethics among final year medical students.Methods: Cross sectional study was conducted among final year Medical students in a private medical college. After obtaining permission from Institutional ethics committee, the purpose of the study and nature of information which has to be furnished from the students was explained to them. Willingness to participate in the study was obtained from participants using written consent form. Data was collected among 135 medical students using pre tested self-administered questionnaire. The respondents were asked to grade their responses on a 3 point Likert scale.Results: Study results showed majority 87% of students felt patient wishes must always be adhered to. In contrast 65% of students felt doctors must do what is best irrespective of patient’s opinion. About 64.7% of them disagreed consent is required only in case of operations and not for tests and medications. Nearly half (47%) of the students were of opinion privacy of the patient must not be ignored for benefit of larger group.Conclusions: The fact that many respondents had neutral opinion to some questions may indicate their lack of awareness or knowledge in that area and their inability to decide. Hence there should be sufficient training classes, workshops, conferences to stress the importance of ethical practice.

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Bamberger, Brian, and Patrick Guinan. "What Do Medical Students Think about Medical Ethics? UIC-COM Student Medical Ethics Questionnaire." Linacre Quarterly 79, no. 3 (August 2012): 275–81. http://dx.doi.org/10.1179/002436312804872703.

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Redmon, R. B. "A medical ethics project for third-year medical students." Academic Medicine 64, no. 5 (May 1989): 266–70. http://dx.doi.org/10.1097/00001888-198905000-00014.

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Boyd, K. "Teaching medical ethics to medical students and GP trainees." Journal of Medical Ethics 13, no. 3 (September 1, 1987): 132–33. http://dx.doi.org/10.1136/jme.13.3.132.

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Mironov, F. S., and V. V. Moseikina. "ETHICS AND DEONTOLOGY IN THE PHYSICAL CULTURE AND SPORTS AMONG MEDICAL STUDENTS." Amur Medical Journal, no. 3 (2017): 138–39. http://dx.doi.org/10.22448/amj.2017.3.138-139.

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Baylis, F., and J. Downie. "Ethics education for Canadian medical students." Academic Medicine 66, no. 7 (July 1991): 413–4. http://dx.doi.org/10.1097/00001888-199107000-00009.

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Lehrmann, J. A., J. Hoop, K. G. Hammond, and L. W. Roberts. "Medical Students' Affirmation of Ethics Education." Academic Psychiatry 33, no. 6 (November 1, 2009): 470–77. http://dx.doi.org/10.1176/appi.ap.33.6.470.

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Sullivan, Brian T., Mikalyn T. DeFoor, Brice Hwang, W. Jeffrey Flowers, and William Strong. "A Novel Peer-Directed Curriculum to Enhance Medical Ethics Training for Medical Students: A Single-Institution Experience." Journal of Medical Education and Curricular Development 7 (January 2020): 238212051989914. http://dx.doi.org/10.1177/2382120519899148.

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Background: The best pedagogical approach to teaching medical ethics is unknown and widely variable across medical school curricula in the United States. Active learning, reflective practice, informal discourse, and peer-led teaching methods have been widely supported as recent advances in medical education. Using a bottom-up teaching approach builds on medical trainees’ own moral thinking and emotion to promote awareness and shared decision-making in navigating everyday ethical considerations confronted in the clinical setting. Objective: Our study objective was to outline our methodology of grassroots efforts in developing an innovative, student-derived longitudinal program to enhance teaching in medical ethics for interested medical students. Methods: Through the development of a 4-year interactive medical ethics curriculum, interested medical students were provided the opportunity to enhance their own moral and ethical identities in the clinical setting through a peer-derived longitudinal curriculum including the following components: lunch-and-learn didactic sessions, peer-facilitated ethics presentations, faculty-student mentorship sessions, student ethics committee discussions, hospital ethics committee and pastoral care shadowing, and an ethics capstone scholarly project. The curriculum places emphasis on small group narrative discussion and collaboration with peers and faculty mentors about ethical considerations in everyday clinical decision-making and provides an intellectual space to self-reflect, explore moral and professional values, and mature one’s own professional communication skills. Results: The Leadership through Ethics (LTE) program is now in its fourth year with 14 faculty-clinician ethics facilitators and 65 active student participants on track for a distinction in medical ethics upon graduation. Early student narrative feedback showed recurrent themes on positive curricular components including (1) clinician mentorship is key, (2) peer discussion and reflection relatable to the wards is effective, and (3) hands-on and interactive clinical training adds value. As a result of the peer-driven initiative, the program has been awarded recognition as a graduate-level certification for sustainable expansion of the grassroots curriculum for trainees in the clinical setting. Conclusions: Grassroots medical ethics education emphasizes experiential learning and peer-to-peer informal discourse of everyday ethical considerations in the health care setting. Student engagement in curricular development, reflective practice in clinical settings, and peer-assisted learning are strategies to enhance clinical ethics education. The Leadership through Ethics program augments and has the potential to transform traditional teaching methodology in bioethics education for motivated students by offering protected small group discussion time, a safe environment, and guidance from ethics facilitators to reflect on shared experiences in clinical ethics and to gain more robust, hands-on ethics training in the clinical setting.

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Marcus, David, Amanda Simone, and Lauren Block. "Design thinking in medical ethics education." Journal of Medical Ethics 46, no. 4 (February 13, 2020): 282–84. http://dx.doi.org/10.1136/medethics-2019-105989.

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BackgroundDesign thinking (DT) is a tool for generating and exploring ideas from multiple stakeholders. We used DT principles to introduce students to the ethical implications of organ transplantation. Students applied DT principles to propose solutions to maximise social justice in liver transplant allocation.MethodsA 150 min interactive workshop was integrated into the longitudinal ethics curriculum. Following a group didactic on challenges of organ donation in the USA supplemented by patient stories, teams of students considered alternative solutions to optimise fairness of organ distribution and ethical implications of changing the current model. Facilitators led students through DT steps of empathy, defining the team’s point of view, ideating on potential solutions, prototyping a specific idea and testing the idea through oral presentation, with questions and answers by peers and faculty. The curriculum was evaluated with presurveys and postsurveys including quantitative and open-ended items.Results100 first year medical students participated. Before the session, 75.3% of students had no practical experience with DT. Following participation, students reported an increased understanding of the current liver transplant allocation system (p<0.01) and an increased appreciation of shortcomings of the current organ allocation system (p<0.01). After the session, 73.8% of students felt that DT could be used to approach complex health system problems.DiscussionStudents participating in a DT workshop displayed improved knowledge and attitudes toward organ transplantation and DT. In this pilot study, DT showed promise as a student-led approach emphasising collaboration and creativity in ethics curricula in medical education.

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Nalini, Annaswamy. "The Significance of the Hidden Curriculum in Medical Ethics." International Journal of User-Driven Healthcare 3, no. 4 (October 2013): 1–12. http://dx.doi.org/10.4018/ijudh.2013100101.

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The need to teach medical professionalism, especially medical ethics, has been emphasized by medical educators. The aim of medical ethics education is providing the basic knowledge regarding ethical analysis, enabling the students to develop the analytical skills for resolving the ethical dilemmas in clinical practice. But, a more important aspect is the assimilation of the core values of the profession by the students. The hidden curriculum, “the informal learning in which the students engage and which is unrelated to what is taught” (Harden, 2001, p.16) has a greater role in imparting education regarding the humanistic aspects of medical practice than the formal curriculum. Experiences of the medical students in the clinical setting should be considered significant for ethics education by the teachers. A review of the experiences of the students and the ethical dilemmas they face during the clinical clerkships is provided and their impact on the moral development of the students is analysed.

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Ahmad, Ayesha, Pareesa Rabbani, Shipra Kanwar, Ranoji Vijaysingh Shinde, and Tamkin Khan. "Medical Ethics and Undergraduate Training." International Journal of User-Driven Healthcare 5, no. 1 (January 2015): 47–54. http://dx.doi.org/10.4018/ijudh.2015010104.

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The study of Medical Ethics [ME] is mandatory for health practitioners because there is hardly an area in medicine that doesn't pose an ethical dilemma. There is lack of awareness among physicians. Training of medical students should equip them to provide the best care to patients in an ethical manner without harm. The aim of this paper was to assess the awareness of undergraduate students to ME and take inputs about curricular changes as they are important stake holders. A prospective, cross sectional, observational study through a confidential questionnaire was utilized. 86 proformas were fit for analysis. Majority [68.6%] failed to define ME. Most had been exposed to ME in the college or through the print or visual media. Majority could not recall any incident of professional misconduct witnessed by them, while others recounted incidents such as taking gifts from pharmaceutical companies, rudeness to poor patients, mis-diagnosis due to casual approach towards patients, becoming personal with female patients, organ trafficking, conducting sex determination tests etc. Most were unaware about the existence or purpose of an institutional ethics committee. Regarding the need for studying ME 86.04% said they thought it is important. Majority suggested be interactive case presentations as a method of teaching ME. There is gross unawareness among medical students about the definition, scope and purpose of teaching ME. A drastic change in the medical curriculum is required and new and interesting teaching learning methods need to be evolved in order to train our students in ME.

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Arawi, Thalia. "Using medical drama to teach biomedical ethics to medical students." Medical Teacher 32, no. 5 (January 2010): e205-e210. http://dx.doi.org/10.3109/01421591003697457.

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DELANEY, B., and L. KEAN. "Attitudes of medical students to the teaching of medical ethics." Medical Education 22, no. 1 (January 1988): 8–10. http://dx.doi.org/10.1111/j.1365-2923.1988.tb00401.x.

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Bicknell, D. J. "Current arrangements for teaching medical ethics to undergraduate medical students." Journal of Medical Ethics 11, no. 1 (March 1, 1985): 25–26. http://dx.doi.org/10.1136/jme.11.1.25.

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Hart, Curtis W. "From innocence to experience: Teaching medical ethics to medical students." Journal of Religion and Health 34, no. 1 (March 1995): 55–60. http://dx.doi.org/10.1007/bf02248638.

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Sheehan, Myles N. "Why Doctors Hate Medical Ethics." Cambridge Quarterly of Healthcare Ethics 3, no. 2 (1994): 289–95. http://dx.doi.org/10.1017/s0963180100005028.

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For the past 3 years, since acquiring formal training in healthcare ethics and philosophy, I have been one of those physicians who “does” ethics. I teach medical students and residents, write articles, speak at conferences, chair an ethics committee, and informally consult with colleagues on cases where they request advice related to ethical issues in the care of patients. These activities have been a rewarding and challenging part of my practice. There has also been a fair amount of frustration. Unfortunately, both in teaching and patient care, it has been a frequent experience to finish a discussion with physicians only to be told that what I said was nice but had no bearing in the real world. In the words of a medical resident: 'You know, this ethics stuff is really a lot of crap, isn't it?'

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Panizza, Silvia. "Exploring Ethical Assumptions and Bias in Medical Ethics Teaching." Teaching Ethics 19, no. 2 (2019): 233–44. http://dx.doi.org/10.5840/tej20209875.

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This paper is a reflection on an experiment undertaken during a Medical Ethics lecture delivered to a group of medical students in the UK as part of a project for a programme in Higher Education Practice. The aim of the project, following Paulo Freire’s idea of ‘liberating education,’ was to identify students’ ethical assumptions and biases in relation to a problem of resource allocation in healthcare, and their role in decision-making. The experiment showed the importance placed by medical students on disputed values such as free will, desert, social worth and body image, and highlighted the difficulty and importance of bringing students’ process of moral decision-making to awareness in ethics teaching, in order to a) decrease the role of implicit bias in students’ decision making and b) allow students to decide whether they in fact agree with assumed values and ethical frameworks that influence their thinking.

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Madhukumar, Suwarna, Pavitra M B, and Amrita N.S. "Awareness of medical ethics among medical students in a medical college in Bangalore." National Journal of Research in Community Medicine 8, no. 1 (March 31, 2019): 74. http://dx.doi.org/10.26727/njrcm.2019.8.1.074-078.

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SEEDHOUSE, D. F. "Health care ethics teaching for medical students." Medical Education 25, no. 3 (May 1991): 230–37. http://dx.doi.org/10.1111/j.1365-2923.1991.tb00056.x.

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FINN, ROBERT. "Med Students Ignorant of Military Medical Ethics." Skin & Allergy News 38, no. 12 (December 2007): 56. http://dx.doi.org/10.1016/s0037-6337(07)70980-4.

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Ansari, SadafKonain, Mayedah Hussain, and Nabiha Qureshi. "Teaching professional ethics to undergraduate medical students." National Medical Journal of India 31, no. 2 (2018): 101. http://dx.doi.org/10.4103/0970-258x.253145.

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Johnston, C., and P. Haughton. "Medical students' perceptions of their ethics teaching." Journal of Medical Ethics 33, no. 7 (July 1, 2007): 418–22. http://dx.doi.org/10.1136/jme.2006.018010.

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Whyte, J. J. "Mock ethics trial for medical students and law students." Academic Medicine 68, no. 11 (November 1993): 844. http://dx.doi.org/10.1097/00001888-199311000-00011.

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Nahavandi Takab, Amir, Eskandar Fathi Azar, Zarrin Daneshvar Heris, and Hossein Baghaei. "Providing a model of a hidden curriculum in medical majors with an emphasis on medical ethics." Research and Development in Medical Education 10, no. 1 (May 5, 2021): 6. http://dx.doi.org/10.34172/rdme.2021.006.

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Background: The "hidden" curriculum, alongside official education, can transfer ethical and professional values and principles to medical students and show them the importance of medical ethics. Ethical issues are essential factors influenced by the hidden curriculum in the medical educational system; these issues are also instruments for medical students as they develop their professionalism and idealism. The current study aims to provide an empirical study model of this hidden curriculum and its role in transferring knowledge of medical ethics. Methods: The current research is qualitative in the phenomenological type. The statistical population consisted of professors along with students in their fourth and upper years of various medical disciplines at the Tabriz University of Medical Sciences during 2019-2020. The sample group, according to the qualitative nature of the research, was compiled to a theoretical saturation to be 36 professors and students. The data were collected through semi-structured interviews. Analysis was done using thematic coding and Smith`s method. To maintain quality and accuracy, interview content was analyzed by two authors to reconstruct the reality. The data and their interpretation were then provided to the professors to confirm their accuracy. To ensure stability of the data, the interviews were conducted in a suitable atmosphere and in compliance with the interview conditions and isolated from bias and personal opinion. Results:A total of 67 concepts were extracted that were consequently categorized into five main themes: 1. Objectives and Curriculum; 2. Physical Space; 3. Backgrounds and Perspectives; 4. Laws and regulations; and, 5. Relationships. A model for studying students’ experiences of the hidden curriculum and medical ethics was presented. Conclusion: Since medical professors and senior students are dealing with patient health, it is essential to acknowledge the concept of medical ethics as a "hidden" curriculum alongside scientific and professional issues in designing medical curriculum.

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Yacoub, A. A., and N. A. Ajeel. "Teaching medical ethics in Basra: perspective of students and graduates." Eastern Mediterranean Health Journal 6, no. 4 (August 15, 2000): 687–92. http://dx.doi.org/10.26719/2000.6.4.687.

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The University of Basra Medical College introduced a course on medical ethics for undergraduate students in 1994. We explored the opinions of 54 graduates and 52 final-year medical students about the benefits they perceive they gained from the course and its relevance to their training or practice. About 31% of students and 34% of graduates thought the course was practically and theoretically useful. Over 80% of graduates and students thought the course was either very relevant or relevant to some extent to the practice of medicine. When asked to recall the important ethical issues taught in the course, 52% of graduates and 44% of students listed patient-doctor relationship. Confidentiality, physician liability and ethical issues concerning recent medical innovations were listed by few respondents. Only 6% of both graduates and students were able to list the four principles of medical ethics as described by Raanan. The self-learning component of the course should be developed to strengthen ethical reasoning and judgment in decision-making

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Hirachan, Neelu, Alok Atreya, Tanuj Kanchan, and Nirmala Shrestha. "Difference in knowledge and attitude of students towards medical ethics in preclinical and clinical phases of medical course in Gandaki Medical College, Pokhara." Journal of Kathmandu Medical College 9, no. 1 (March 31, 2020): 20–24. http://dx.doi.org/10.3126/jkmc.v9i1.33517.

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Background: Medical ethics is a core component in the standardization of medical practice of any nation. Due to this reason, knowledge related to this subject should be imparted to the medical students. Only then, the aim of providing a strong base in the medical field and making of an ideal doctor will be possible. Objective: The study was conducted to compare the status of knowledge and attitude of medical ethics before and after the medical ethics theory class among medical students of Gandaki Medical College, Pokhara. Methodology: This was a cross sectional study conducted in Gandaki Medical College, Pokhara from 1st to 31st August, 2018. A total number of 232 medical students were divided into two groups depending on whether they had attended medical ethics classes or not. Five point Likert scale was used in the responses of the participants and analyzed. Results: The study found that there was significant difference between two groups regarding the importance of consent for all minor operations (p=0.010), general physical examination (<0.001), genital examination of males (p<0.001) and females (p<0.001), treatment of children and adults in emergency and non-emergency without their consent. Similarly, students after medical ethics class compared to the ones not having attended any class strongly disagreed that euthanasia is legalized in Nepal (p-value<0.001). Conclusion: Students after medical ethics theory class had a better understanding of medical ethics compared to the students who did not. Furthermore, active teaching methods like group discussions, role play and pedagogy can be incorporated to have a more effective impact on the students.

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Jahromi. "MEDICAL ETHICS COURSE IMPROVES MEDICAL PROFESSIONALISM: MEDICAL STUDENTSÂ´ OPINIONS." Journal of Social Sciences 10, no. 2 (February 1, 2014): 74–76. http://dx.doi.org/10.3844/jssp.2014.74.76.

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Jha, Inal Kanti, Alakesh Halder, and Poulomi Roy Choudhury. "Medical Ethics and Law: Is the Chapter Neglected by Medical Students." Journal of Punjab Academy of Forensic Medicine & Toxicology 17, no. 2 (2017): 29. http://dx.doi.org/10.5958/0974-083x.2017.00005.x.

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Scofield, Giles R. "What Is Medical Ethics Consultation?" Journal of Law, Medicine & Ethics 36, no. 1 (2008): 95–118. http://dx.doi.org/10.1111/j.1748-720x.2008.00241.x.

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As everybody knows, advances in medicine and medical technology have brought enormous benefits to, and created vexing choices for, us all – choices that can, and occasionally do, test the very limits of thinking itself. As everyone also knows, we live in the age of consultants, i.e., of professional experts who are ready, willing, and able to give us advice on any and every conceivable question. One such consultant is the medical ethics consultant, or the medical ethicist who consults.Medical ethics consultants involve themselves in just about every aspect of health care decision making. They help legislators and judges determine law, hospitals formulate policies, medical schools develop curricula, etc. In addition to educating physicians, nurses, and lawyers, amongst others, including medical, nursing, and law students, they participate in clinical decision making at the bedside.

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Bandyopadhyay, Ujjwal, Ranjana Bandyopadhyay, and Abhay Mudey. "Teaching Medical Ethics and Professionalism to Undergraduate Medical Students in an Innovative Way." Journal of Evidence Based Medicine and Healthcare 8, no. 17 (April 26, 2021): 1139–45. http://dx.doi.org/10.18410/jebmh/2021/220.

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BACKGROUND Medical education curriculum in India focuses on the clinical skills of the medical students as cornerstone, but patient and patient party dealings and to work as a member of health care provider team, one requires communication skills, interpersonal skills, management skills, professionalism and ethics. Teaching learning methods (TLM) for imparting module of professionalism and ethics have to be innovative and nonconventional also. In the present study, we tend to assess the effectiveness of exposure to realistic clinical scenarios in pathology department, in teaching medical ethics and professionalism, to undergraduate medical students. METHODS This is an experimental, interventional study that included 200 students. All have attended “just-in-time” lectures on attitude, communication, professionalism and ethics (AETCOM) delivered by faculties. After the 15 days of lecture session, all the students were assessed about their skill of AETCOM by conducting objective structured practical examination (OSPE). In the next phase exposure to realistic clinical scenarios in the Departmental laboratory of Pathology, under the guidance of faculties was also arranged. After the exposure session to real life scenario, all the students were assessed about their skill of AETCOM again by conducting OSPE and their performance was compared with the previous OSPE score. Feedback from the exposed students was also taken in prescribed proforma of 7-point Likert scale. RESULTS Mean pre exposure OSPE score was 18.66 and mean post exposure OSPE score was 27.22. The result shows that the difference was significant (P < 0.001). 38.5 % students were extremely satisfied with the experience of exposure to real life situation in pathology lab and 50 % students were very satisfied with the experience of exposure. In the present study, mean learning gain is 77 %. CONCLUSIONS Professionalism and ethics should neither be introduced in isolation from other medical graduation course contents nor be assessed so. It should be coherently assimilated with the current curriculum. KEYWORDS Communication Skills, Interpersonal Skills, Professionalism, Ethics, Teaching Learning Methods (TLM)

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Karataş, Mehmet, and Muharrem Ak. "The Perspective of Medical Students to Ethics and Ethics Courses: Malatya Inonu University Medical Faculty." Journal of Inonu University Medical Faculty 19, no. 1 (February 15, 2012): 14–18. http://dx.doi.org/10.7247/jiumf.19.1.14_18.

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Bickel, J. "Medical studentsʼ professional ethics." Academic Medicine 66, no. 12 (December 1991): 726–9. http://dx.doi.org/10.1097/00001888-199112000-00003.

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Singh, Satendra. "The Significance of the Hidden Curriculum in Medical Ethics." International Journal of User-Driven Healthcare 3, no. 4 (October 2013): 67–70. http://dx.doi.org/10.4018/ijudh.2013100110.

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This commentary discusses the paper by Annaswamy Nalini, “The Significance of the Hidden Curriculum in Medical Ethics: Literature Review with Focus on Students' Experiences”. The ethical dilemmas encountered by students may be because of early induction of students into medicine. The rigours and demands of professional education also deny our adolescents the chance to grow. It is this fledgling state when the students need the guidance from near peers and role models the most. Ethical feedback and experiential methods under Medical Humanities have been suggested as a coping mechanism to reveal and address the “hidden” emotional ethical dilemmas.

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Rhodes, Rosamond. "Medical Ethics: Uncommon Morality and the Implications for Medical Ethics Education." Studia Universitatis Babeş-Bolyai Bioethica 66, Special Issue (September 9, 2021): 17–18. http://dx.doi.org/10.24193/subbbioethica.2021.spiss.03.

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"Common morality has been the touchstone for addressing issues of medical ethics since the publication of Beauchamp and Childress’s Principles of Biomedical Ethics in 1979. In my presentation, I will challenge that reigning view by presenting two arguments. The negative argument shows why common morality cannot be the ethics of medicine. The positive argument explains why medical professions require their own ethics. I will then explain medicine’s distinctive ethics in terms of the trust that society allows to the profession. By distinguishing roles from professions, I will explicate sixteen specific duties that medical professionals undertake when they join the profession. My derivation of medicine’s distinctive ethics begins with a thought experiment demonstrating that trust is at the core of medical practice. Society allows doctors to develop special knowledge and skills and allows them to employ special powers, privileges, and immunities that could be particularly dangerous to members of society. Society, therefore, has to be assured that professional’s use of their remarkable powers and privileges will be constrained to their intended use. Professions’ publically declared codes and oaths go a long way to engender public confidence in medical professionals. Medical education must complete the job by helping our trainees understand their professional obligations and become clinicians who uphold their profession’s ethics. Medical educators therefor have to help our students comprehend and internalize their duty to “seek trust and be deserving of it,” and uphold their fiduciary responsibility to “use medical knowledge, skills, powers and privileges for the benefit of patients and society.” "

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ANAND, AYUSH, and ASHWINI GUPTA. "Ethical responsibilities during undergraduate medical studies: A student's perspective." Indian Journal of Medical Ethics 06, no. 03 (July 16, 2021): 254–56. http://dx.doi.org/10.20529/ijme.2021.005.

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All over the world, we see cases of violation of the code of ethical conduct by health professionals and students, leading to distrust between them and their patients. Institutions need to prioritise the training of students in biomedical ethics. Students face a variety of ethical issues throughout their course of study. Issues tend to vary from the preclinical years to the clinical years, depending upon the exposure to patients and teaching standards practised in institutions. There appears to be a gap between ethical issues discussed in classrooms and those faced by students in real life. Here we intend to provide a brief overview of the ethical responsibilities of a medical student in varied contexts. Knowing what their moral duties are will sensitise students to fundamental ethical principles in the medical field and lessen the gap between what is taught and what they will encounter in practice. Moreover, it will draw the attention of teachers towards the need to provide quality training in biomedical ethics.

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Blechner, Barbara B., Christie L. Hager, and Nancy R. Williams. "The Jay Healey Technique: Teaching Law and Ethics to Medical and Dental Students." American Journal of Law & Medicine 20, no. 4 (1994): 439–55. http://dx.doi.org/10.1017/s0098858800006845.

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Health law and medical ethics are both integral parts of undergraduate medical curricula. The literature has addressed the importance of teaching law and ethics separately in medical school settings, yet there have been few descriptions of teaching law and ethics together in the same curriculum. A combined program in law and ethics required for first-year medical and dental students was developed and implemented by Professor Joseph (Jay) M. Healey, Jr., at the University of Connecticut Schools of Medicine and Dental Medicine from 1975 until his death in 1993. This Article describes the thirty-hour, interactive, case-based course he created. The course, Legal and Ethical Aspects of Medicine and Dental Medicine (LEA), has continued after Jay 's death, and is one of his many legacies to us. LEA consists of fifty-six actual and hypothetical cases written by Jay from which basic legal and ethical principles are extracted by participants and reinforced by instructors.

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Self, Donnie J., DeWitt C. Baldwin, and Fredric D. Wolinsky. "Further Exploration of the Relationship Between Medical Education and Moral Development." Cambridge Quarterly of Healthcare Ethics 5, no. 3 (1996): 444–49. http://dx.doi.org/10.1017/s0963180100007271.

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In the wake of a pilot study that indicated that the experience of medical education appears to Inhibit moral development In medical students, increased attention needs to be given to the structure of medical education and the Influence it has on medical students. Interest in ethics and moral reasoning has become widespread in many aspects of professional and public life. Society has exhibited great interest in the ethical issues confronting physicians today. Considerable effort has been undertaken to train medical students, interns, and residents In how to reason through medical-ethical dilemmas. Media attention has focused on Issues such as abortion, euthanasia, care of severely handicapped infants, organ transplantation, and so forth, producing heated debates in both the professional and lay literature over the morality of the various positions. The curriculum of medical education has paralleled and reflected this general Interest in medical ethics. Most medical schools now offer, and frequently require, course work in ethics. However, further research Is needed to better characterize and understand the relationship of medical education to moral development.

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RHODES, ROSAMOND, and DEVRA S. COHEN. "Understanding, Being, and Doing: Medical Ethics in Medical Education." Cambridge Quarterly of Healthcare Ethics 12, no. 1 (January 2003): 39–53. http://dx.doi.org/10.1017/s0963180103121056.

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Over the past 15 years, medical schools have paid some attention to the importance of developing students' communication skills as part of their medical education. Over the past decade, medical ethics has been added to the curriculum of most U.S. medical schools, at least on paper. More recently, there has been growing discussion of the importance of professionalism in medical education. Yet, the nature and content of these fields and their relationship to one another remains confused and vague, and that lack of clarity, in turn, impairs the effectiveness of medical education. This ambiguity invites serious contention over who should design and teach the curriculum as well as when, where, and how it should be taught.

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Kanna, Ravi Shankar, Jagadeesh Alla, and Krishnakanth K. "Knowledge of medical students on clinical trials." International Journal of Basic & Clinical Pharmacology 8, no. 7 (June 24, 2019): 1484. http://dx.doi.org/10.18203/2319-2003.ijbcp20192584.

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Background: Basic research can help medical school students improve critical thinking skills required by medical practice. In this era of evidence-based medicine, the combination of medical education with clinical research is the key to ensure scientific discoveries are translated into clinical practice. This study’s objective was to know the awareness about clinical trials among undergraduate medical students.Methods: After obtaining approval from the Institutional Ethics Committee of NRI Academy of Medical Sciences, Guntur, India, this cross sectional study was conducted in second year medical students after taking their consent. A sample of 90was considered for statistical analysis. A structured questionnaire was used to measure the objective of this study, which had general, regulatory and ethical questions related to clinical trials. Qualitative data variables were expressed by using frequency and Percentage (%).Results: Out of 90 students, it was observed that in the general questions category, 70% of students were aware of the purpose of conducting clinical trials, 50% were aware of the pre-requisites for a participant before participating in a clinical trial and 50% were aware of the parameters evaluated in a clinical trial. 95% of students did not know the response for regulatory questions. The students’ awareness regarding ethics related to clinical trials was better than the other two categories.Conclusions: The overall awareness of clinical trials was low among students though they demonstrated good awareness regarding few aspects of clinical trials.

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Journal articles on the topic 'Medical ethics Medical students'

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