探索道德能力回归:医学学生医学伦理教育中的叙事方法
Martin Zielina1, Jaromír Škoda2,3, Kateřina Ivanová3
1Department of Medical Ethics and Humanities, Second Faculty of Medicine, Charles University, V Úvalu 84, Prague, 15006, Czech Republic. martin.zielina@lfmotol.cuni.cz.
BMC medical ethics
|June 21, 2024
概括
医学学生 医学学生
科学领域:
- 医学教育 医学教育
- 生物伦理学生物伦理学
- 道德发展道德发展
背景情况:
- 研究表明,医学学生在学习期间的道德能力下降.
- 目前针对道德能力的教育干预措施的有效性是不确定的.
研究的目的:
- 评估医学学生从一年级到五年级的道德能力的变化.
- 分析影响道德能力的因素,包括性别和宗教信仰.
- 评估医学伦理课程干预对道德能力的影响.
主要方法:
- 使用道德能力测试 (MCT) 来测量C分.
- 在捷克共和国对685名医学学生进行了观察性研究.
- 进行了一项干预性研究,以评估干预前后的道德能力.
主要成果:
- 从第一年到第五年观察到道德能力的统计显著下降 (p < .001).
- 没有发现性别 (p = .278) 或宗教信仰 (p = .163) 对道德能力有显著影响.
- 伦理课程干预并没有显著改善道德能力 (p = .253).
结论:
- 医学学生在他们的教育过程中表现出道德能力的回落.
- 经过测试的教育干预措施并没有提高道德能力,但其长期影响需要进一步调查.
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