의료윤리교육의 효과 평가
Assessing the Effectiveness of Medical Ethics Education
2
조회
0
다운로드
6
인용
0
참고문헌
키워드
초록
Purpose: The purpose of this study is to evaluate the effectiveness of a medical ethics course taught in medical school by examining the students' abilities to identify medical ethics issues, the applicability of a medical ethics course, and self-efficacy. Methods: 366 subjects were recruited from three different groups (medical students, interns, and residents) who had completed a medical ethics course. Data were collected using a 20-item questionnaire. Analysis was done with a SPSS statistics program. Results: Of the three groups, the students scored the highest in identifying medical ethics issues. When asked how often they see medical ethics issues in real medical situations (students were asked how often they would expect to see these ethical issues in medical settings), the students responded with the highest number, followed by the interns. The residents responded with the lowest number. Regarding the applicability of the medical ethics course, while students believed the course was highly useful and applicable to real medical settings, interns and residents did not agree. The participants' self-efficacy and satisfaction were generally low. The majority of all three groups thought that medical ethics education should be more practical and that it should be taught during internship as well as during residency. Conclusion: Our findings suggest two important directions for medical ethics education. First, the current medical ethics curriculum should be offered during both internship and residency. Second, the content should focus more on actual clinical scenarios (‘clinical ethics’) than theoretical principles.
Abstract
Purpose: The purpose of this study is to evaluate the effectiveness of a medical ethics course taught in medical school by examining the students' abilities to identify medical ethics issues, the applicability of a medical ethics course, and self-efficacy. Methods: 366 subjects were recruited from three different groups (medical students, interns, and residents) who had completed a medical ethics course. Data were collected using a 20-item questionnaire. Analysis was done with a SPSS statistics program. Results: Of the three groups, the students scored the highest in identifying medical ethics issues. When asked how often they see medical ethics issues in real medical situations (students were asked how often they would expect to see these ethical issues in medical settings), the students responded with the highest number, followed by the interns. The residents responded with the lowest number. Regarding the applicability of the medical ethics course, while students believed the course was highly useful and applicable to real medical settings, interns and residents did not agree. The participants' self-efficacy and satisfaction were generally low. The majority of all three groups thought that medical ethics education should be more practical and that it should be taught during internship as well as during residency. Conclusion: Our findings suggest two important directions for medical ethics education. First, the current medical ethics curriculum should be offered during both internship and residency. Second, the content should focus more on actual clinical scenarios (‘clinical ethics’) than theoretical principles.
참고문헌 (23)
- Cheong, Y.S., "An examination of the effects of a newly implemented course in medical ethics on senior medical students", Korean J Med Educ, 12(1), pp.97~105 (2000)
- Chun, K.H., "A survey of students' opinions on evaluation and refinement the new teaching program of medical ethics", Korean J Med Educ, 9(2), pp.129~137 (1997)
- Fox, E., "Medical ethics education: past, present, future", Acad Med, 70(9), pp.761~769 (1995)
- General Medical Council, "Tomorrow's doctors. issued by Education Committee of the General Medical Council" (1993), General Medical Council
- Goldie, J., "Review of ethics curricula in undergraduate medical education", Med Educ, 34(2), pp.108~119 (2000)
- Goldie, J., "Impact of a new course on students' potential behaviour on encountering ethical dilemmas", Med Educ, 35(3), pp.295~302 (2001)
- Goldie, J., "The impact of a modern medical curriculum on students' proposed behaviour on meeting ethical dilemmas", Med Educ, 38(9), pp.942~949 (2004)
- Hafferty, F.W., "The hidden curriculum, ethics teaching and the structure of medical education", Acad Med, 69(11), pp.861~871 (1994)
- Hundert, E.M., "Context in medical education: the informal ethics curriculum", Med Educ, 30(5), pp.353~364 (1996)
- Hwang, S.I., "A survey of the Korean physicians' opinion toward some ethical issues", Korean J Med Ethics Educ, 2(1), pp.43~61 (1999)
- Kim, O.J., "Experiences of Medical Ethics Education with Case-Based Learning", Korean J Med Educ, 14(2), pp.175~184 (2002)
- Kim, O.J., "Current situation of medical ethics education in the United States of America", Korean J Med Educ, 14(2), pp.195~204 (2002)
- Koo, Y.M., "Experience and lessons of an on-line biomedical ethics course", Korean J Med Educ, 12(1), pp.81~90 (2000)
- Lee, E.S., "A new direction for teaching medical ethics", Korean J Med Educ, 7(1), pp.59~65 (1995)
- Miles, S.H., "Medical ethics education: coming of age", Acad Med, 64(12), pp.705~714 (1989)
- Parker, M., "Autonomy, problem-based learning, and the teaching of medical ethics", J Med Ethics, 21(5), pp.305~310 (1995)
- Self, D.J., "The moral development of medical students: a pilot study of the possible influence of medical education", Med Educ, 27(1), pp.26~34 (1993)
- Self, D.J., "Clarifying the relationship of medical education and moral development", Acad Med, 73(5), pp.517~520 (1998)
- Self, D.J., "The amount of small-group case-study discussion needed to improve moral reasoning skills of medical students", Acad Med, 73(5), pp.521~523 (1998)
- Shorr, A.F., "The effect of a class in medical ethics on first year medical students", Acad Med, 69(12), pp.998~1000 (1994)
- Tysinger, J.W., "Teaching ethics using small-group, problem-based learning", J Med Ethics, 23(5), pp.315~318 (1997)
- World Federation for Medical Education (WFME), "Quality improvement in basic medical education. WFME International Guidelines" (2001), University of Copenhagen
- Yoo, H.J., "Uiryo munje e daehan yunreewa bubui tonghapjok jopgun. Uiryobubyunreehak seosol" (2002), Dongrimsa