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Interdisciplinary debate in the teaching-learning process on bioethics: academic health experiences
Jéssica Campos Daniel1, Juliana Dias Reis Pessalacia2, Ana Flávia Leite de Andrade1
1Federal University of São João Del-Rei (UFSJ), Minas Gerais, Brazil.
Investigacion Y Educacion En Enfermeria
|June 2, 2017
Summary
Interdisciplinary bioethics discussions enhance critical thinking in health students. Active methodologies improve reflection, but require institutional and teacher paradigm shifts for effective integration into health curricula.
Area of Science:
- Health Professions Education
- Bioethics Education
Background:
- Bioethical content is often inadequately addressed in health curricula.
- Interdisciplinary approaches are crucial for comprehensive bioethics education.
Purpose of the Study:
- To explore health students' experiences with interdisciplinary bioethics discussions.
- To assess the value of interdisciplinary methods in the undergraduate teaching-learning process.
Main Methods:
- Qualitative descriptive study conducted in a Brazilian public higher education institution.
- Analysis of student experiences and perceptions regarding interdisciplinary bioethics debates.
Main Results:
- Identified key themes: active methodologies for critical training, interdisciplinary debate fostering bioethical reflection, and emotional responses to debates.
- Students engaged in active methodologies showed improved critical reflection on bioethical issues.
Conclusions:
- Active methodologies significantly enhance bioethical reflection among health students.
- Integrating interdisciplinary bioethics requires a shift in teaching paradigms and institutional support.
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