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首页> 外文期刊>Journal of forensic and legal medicine >Medical ethics educational improvement, is it needed or not?! Survey for the assessment of the needed form, methods and topics of medical ethics teaching course amongst the final years medical students Faculty of Medicine Ain Shams University (ASU), Cairo, Egypt 2010.
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Medical ethics educational improvement, is it needed or not?! Survey for the assessment of the needed form, methods and topics of medical ethics teaching course amongst the final years medical students Faculty of Medicine Ain Shams University (ASU), Cairo, Egypt 2010.

机译：医学伦理学教育的改善，是否需要？！ 2010年埃及开罗艾因谢姆斯大学医学院（ASU）医学生对医学伦理学最后几年所需形式，方法和主题的评估调查。

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INTRODUCTION: In the process of our faculty gaining accreditation, the debate concerning the necessity for initiating an integrated course in which medical ethics course is implemented have arouse. Arguments concerning what should this course include, the best timing for this course to be applied, how it should be taught, planned for and mostly for what the students are interested to get out of it. GOAL: The main purpose of this work is to identify the ethical needs and ethical dilemmas freshly graduated medical students face at the beginning of their training and their suggestions to seek better educational approaches that can be applied in teaching medical ethics proposed by the medical students themselves throughout the teaching process and after graduation. METHODS: It seemed rather appropriate at this stage to carry out an evaluation survey assessing the needs for medical ethics teaching course through the exploration of the opinions of medical students and freshly graduated doctors on ethical issues through a simple survey by using an open ended question questionnaire designed to fulfil the study targeted requirements. RESULTS: 100 volunteers (n = 100) randomly chosen from the fifth year students of our faculty of medicine ASU who had recently studied ethics course in the fourth year (n = 20), interns both junior and senior residents in El Demerdash hospitals (n = 80). 25 questionnaires were excluded due to inappropriate or missing answers resulting in 75% response rate. 60% of the surveyed group favored an integrated ethics course taught throughout the whole academic years study. 56% chose the practical teaching method with problem solving strategies for the daily arising confusing ethical issues to be the best way to teach the course. While 53.4% thought that stuff specialized in medico legal issues were best to teach this course. As regards the highly confusing ethical dilemmas in which they were interested in getting updated feedback about: Confidentiality, doctor-patient relationship and informed consent came first by 69.3%. CONCLUSIONS: This study revealed the essential need for a model medical ethics curriculum that responds to students' concerns in addition to providing basic training in moral reasoning and ethical decision making to be applied both horizontally and vertically across the whole years of medical school. RECOMMENDATIONS: A Simple booklet containing recent version of the Egyptian code of ethics, common ethical dilemmas and recently evolving ethical issues should be available for all newly graduated health professionals.
机译：简介：在我们的教师获得认证的过程中，引起了关于启动实施医学伦理课程的综合课程的必要性的辩论。关于该课程内容的争论包括：应用本课程的最佳时机，应如何教授，计划和主要针对学生感兴趣的课程。目标：这项工作的主要目的是确定刚毕业的医学生在培训开始时面临的道德需求和道德困境，以及他们的建议，以寻求可用于医学生自己提出的医学伦理学教学的更好的教育方法在整个教学过程中以及毕业后。方法：在现阶段进行评估调查似乎很合适，该评估调查是通过使用开放式问题调查表通过简单的调查来探索医学生和应届毕业生的医生对伦理问题的看法，从而评估医学伦理教学课程的需求旨在满足研究目标要求。结果：100名志愿者（n = 100）是从我们ASU医学院五年级的学生中随机选择的，他们最近在第四年学习了道德课程（n = 20），在El Demerdash医院的初级和高级居民中实习（n = 80）。由于答案不正确或遗漏而排除了25个问卷，导致75％的答复率。 60％的被调查者倾向于在整个学年学习中教授综合道德课程。 56％的人选择日常问题解决策略的实用教学方法来解决日常出现的令人困惑的道德问题，这是该课程的最佳教学方法。 53.4％的人认为，专门研究医学法律问题的知识最适合教授本课程。对于高度困惑的道德困境，他们有兴趣获得有关以下方面的最新反馈：保密性，医患关系和知情同意率最高，为69.3％。结论：这项研究表明，除了提供道德推理和道德决策的基础培训以在整个医学院的整个水平和纵向应用基础之外，还需要一种模型化的医学伦理课程来满足学生的关注，这是必不可少的。建议：应该为所有刚毕业的卫生专业人员提供一本简单的手册，其中应包含埃及道德规范的最新版本，常见的道德困境和最近发展的道德问题。

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