Methodology of teaching and evaluation of medical ethics course from the perspective of teachers

BACKGROUND AND OBJECTIVE: Medical ethics is one of the lessons which were added to general medical curriculum in recent years. Experimental nature of this course requires having its own training and assessment methods. In this way, the viewpoints of the teachers can have a prominent role. This study...

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Autores principales:	SeyedEsmaeil Managheb, Yahya Sadeghi-Mazidi
Formato:	article
Lenguaje:	FA
Publicado:	Babol University of Medical Sciences 2017
Materias:	medical ethics professional ethics medical education evaluation Medicine R Education L
Acceso en línea:	https://doaj.org/article/4ce96848a2414cd2ad89fb68417adde5
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spelling	oai:doaj.org-article:4ce96848a2414cd2ad89fb68417adde52021-11-24T09:06:25ZMethodology of teaching and evaluation of medical ethics course from the perspective of teachers2322-49402345-5497https://doaj.org/article/4ce96848a2414cd2ad89fb68417adde52017-03-01T00:00:00Zhttp://mededj.ir/article-1-210-en.htmlhttps://doaj.org/toc/2322-4940https://doaj.org/toc/2345-5497BACKGROUND AND OBJECTIVE: Medical ethics is one of the lessons which were added to general medical curriculum in recent years. Experimental nature of this course requires having its own training and assessment methods. In this way, the viewpoints of the teachers can have a prominent role. This study aimed to determine teacher's opinions about teaching and evaluation methods of medical ethics course at Shiraz and Jahrom Universities of Medical Sciences in the year 2012. METHODS: This cross sectional study was carried out in the year 2012 at Shiraz and Jahrom Universities of Medical Sciences.The study population consisted of teachers of medical ethics at these two universities. Sampling was performed as census and all medical ethics teachers (23 persons) were enered to this study. The study instrument was a researcher-made questionnaire which its validity was approved by the five expert's opinions and its reliability was determined as Cronbach's alpha measure 74%. This questionnaire had four main areas: 1- Appropriate time for teaching. 2- Appropriate place for teaching. 3- Appropriate method for teaching. 4- Appropriate method for evaluation which was set as the 5-choices Likert scales from completely agreed to completely disagree. The questionnaires were sent to the teachers and delivered after filling out. Obtained data were analyzed with SPSS version 14 package as descriptive statistics. FINDINGS: Based on the teachers opinion, the best time for teaching was clerckship period (43.5%), internship in second place (30.4%) and basic sciences in the last place (8.7%). the best palce for teaching was classroom (43.5%) and Clinical Skills Lab in second place (21.7%). The best method for teaching was lecture (56.5%) and group discussion (21.7%). The best way of evaluation was written exam (52.2%) and work report and observation of medical interview correspond with 17.4% and 8.7% were in second and third places. CONCLUSION: It is suggested that to teach this lesson as a longitudinal course especially in clinicalcourse. In the other words, the concepts made simple or quite theoretical can be tought in the basic sciences phase; practical and complex concepts can be tought in the clinical phase. Although in this study, lecturing and writing exams are most welcome, but this may be due to the lack of familiarity of the teachers with other existing methods.SeyedEsmaeil ManaghebYahya Sadeghi-MazidiBabol University of Medical Sciencesarticlemedical ethicsprofessional ethicsmedical educationevaluationMedicineREducationLFAآموزش پزشکی, Vol 5, Iss 1, Pp 47-52 (2017)
institution	DOAJ
collection	DOAJ
language	FA
topic	medical ethics professional ethics medical education evaluation Medicine R Education L
spellingShingle	medical ethics professional ethics medical education evaluation Medicine R Education L SeyedEsmaeil Managheb Yahya Sadeghi-Mazidi Methodology of teaching and evaluation of medical ethics course from the perspective of teachers
description	BACKGROUND AND OBJECTIVE: Medical ethics is one of the lessons which were added to general medical curriculum in recent years. Experimental nature of this course requires having its own training and assessment methods. In this way, the viewpoints of the teachers can have a prominent role. This study aimed to determine teacher's opinions about teaching and evaluation methods of medical ethics course at Shiraz and Jahrom Universities of Medical Sciences in the year 2012. METHODS: This cross sectional study was carried out in the year 2012 at Shiraz and Jahrom Universities of Medical Sciences.The study population consisted of teachers of medical ethics at these two universities. Sampling was performed as census and all medical ethics teachers (23 persons) were enered to this study. The study instrument was a researcher-made questionnaire which its validity was approved by the five expert's opinions and its reliability was determined as Cronbach's alpha measure 74%. This questionnaire had four main areas: 1- Appropriate time for teaching. 2- Appropriate place for teaching. 3- Appropriate method for teaching. 4- Appropriate method for evaluation which was set as the 5-choices Likert scales from completely agreed to completely disagree. The questionnaires were sent to the teachers and delivered after filling out. Obtained data were analyzed with SPSS version 14 package as descriptive statistics. FINDINGS: Based on the teachers opinion, the best time for teaching was clerckship period (43.5%), internship in second place (30.4%) and basic sciences in the last place (8.7%). the best palce for teaching was classroom (43.5%) and Clinical Skills Lab in second place (21.7%). The best method for teaching was lecture (56.5%) and group discussion (21.7%). The best way of evaluation was written exam (52.2%) and work report and observation of medical interview correspond with 17.4% and 8.7% were in second and third places. CONCLUSION: It is suggested that to teach this lesson as a longitudinal course especially in clinicalcourse. In the other words, the concepts made simple or quite theoretical can be tought in the basic sciences phase; practical and complex concepts can be tought in the clinical phase. Although in this study, lecturing and writing exams are most welcome, but this may be due to the lack of familiarity of the teachers with other existing methods.
format	article
author	SeyedEsmaeil Managheb Yahya Sadeghi-Mazidi
author_facet	SeyedEsmaeil Managheb Yahya Sadeghi-Mazidi
author_sort	SeyedEsmaeil Managheb
title	Methodology of teaching and evaluation of medical ethics course from the perspective of teachers
title_short	Methodology of teaching and evaluation of medical ethics course from the perspective of teachers
title_full	Methodology of teaching and evaluation of medical ethics course from the perspective of teachers
title_fullStr	Methodology of teaching and evaluation of medical ethics course from the perspective of teachers
title_full_unstemmed	Methodology of teaching and evaluation of medical ethics course from the perspective of teachers
title_sort	methodology of teaching and evaluation of medical ethics course from the perspective of teachers
publisher	Babol University of Medical Sciences
publishDate	2017
url	https://doaj.org/article/4ce96848a2414cd2ad89fb68417adde5
work_keys_str_mv	AT seyedesmaeilmanagheb methodologyofteachingandevaluationofmedicalethicscoursefromtheperspectiveofteachers AT yahyasadeghimazidi methodologyofteachingandevaluationofmedicalethicscoursefromtheperspectiveofteachers
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Methodology of teaching and evaluation of medical ethics course from the perspective of teachers

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