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首页> 外文期刊>Acta Bioethica >Preclinical Students’ Views on Medical Ethics Education: A Focus Group Study in Turkey
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Preclinical Students’ Views on Medical Ethics Education: A Focus Group Study in Turkey

机译：临床前学生对医学伦理教育的看法：土耳其的焦点小组研究

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Aim: We aimed to receive the opinions of the preclinical medical students on medical ethics education, and to present some suggestions for the education program. Methods: Focus group discussions were held with third-grade medical students. The analyses were implemented using Creswell’s six-step qualitative data analysis. Results: During the data analysis, themes with the following titles were identified: necessity of the education, content, education methods, assessment, participation, contribution of the education, moving to clinical training and suggestions. Discussion: The students stated that the discussions on movies/books/case-based scenarios are more useful than lectures. Although they believed that student assessment was necessary for the medical ethics education, they had negative attitudes towards Multiple Choice Questions. At the stage of moving to the clinical training, their feelings and thoughts about the learning outcomes they would gain from ethical education were contradictory. Conclusion: Each theme and code obtained from the students’ expressions may contribute to improving medical ethics education for all institutions. Besides student education, it is also necessary the faculty development programs on medical ethics education for clinical teachers. Additionally, further studies can be conducted on the actions that need to be taken to help students internalize the ethical issues and feel the need of learning more.
机译：目的：我们的目的是接受临床前医学生对医学道德教育的意见，并对教育计划提出一些建议。方法：与三年级医学生进行焦点小组讨论。分析是使用Creswell的六步定性数据分析进行的。结果：在数据分析过程中，确定了具有以下标题的主题：教育的必要性，内容，教育方法，评估，参与，教育的贡献，转向临床培训和建议。讨论：学生们说，关于电影/书籍/基于案例的场景的讨论比演讲更有用。尽管他们认为学生评估对于医学伦理教育是必要的，但他们对多项选择题持消极态度。在进行临床培训的阶段，他们对他们从道德教育中获得的学习成果的感觉和想法是矛盾的。结论：从学生的表达中获得的每个主题和代码都可能有助于改善所有机构的医学道德教育。除了学生教育之外，还需要针对临床教师进行医学伦理教育的教师发展计划。另外，可以对需要采取的行动进行进一步的研究，以帮助学生内化道德问题并感到需要学习更多。

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