Volume 80, Issue 6 (September 2022)                   Tehran Univ Med J 2022, 80(6): 501-510 | Back to browse issues page

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Sahraian S, Parsapour A, Shojaee A A. Assessing the status of medical ethics Unit education in Tehran University of Medical Sciences and deterrent factors on its effectiveness. Tehran Univ Med J 2022; 80 (6) :501-510
URL: http://tumj.tums.ac.ir/article-1-11867-en.html
1- General Practitioner, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran.
2- Department of Medical Ethics, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran.
Abstract:   (307 Views)
Background: Medical ethics is an applied branch of ethics that deals with ethical challenges in medical and health environments, and its related topics have a long history, but its education as an academic subject in universities has received a lot of attention in the last 40 years. In recent years, medical universities have made extensive efforts to expand medical ethics education, which has been accompanied by significant progress, but given that the modern medical ethics education system is a growing and nascent structure, more research is needed. Therefore, this study aims to assess the status of the medical ethics education system at Tehran University of Medical Sciences to identify its gaps so that the current situation can be improved with proper planning.
Methods: The type of this research is descriptive quantitative-qualitative and it was collected from December 2018 to September 2019 at Tehran University of Medical Sciences. First, the educational curriculum of 165 educational levels at Tehran University of Medical Sciences was reviewed and described in terms of the existence of a medical or professional ethics course in the educational curriculum. Then, a semi-structured interview was conducted with the 13 professors in charge of teaching this course in all faculties, and content analysis was performed to describe and identify the obstacles in its effectiveness.
Results: The results showed that in 53% of the educational levels, there was no separate medical or professional ethics course in the educational curriculum and the most educational coverage of this course took place in the faculties of medicine, dentistry, nursing and midwifery. The obstacles in the effectiveness of teaching this unit were categorized into five main themes of educational curriculum, hidden curriculum, teaching methods, teachers and education management.
Conclusion: The results show that the content of curricula needs to be revised and education should be inclusive. Creating a coherent educational organization and monitoring the hidden curriculum are other issues that should be considered to increase the effectiveness of this education.
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Type of Study: Original Article |

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