课程创新:通过基于案例的本科医学教育研讨会教授神经伦理学:实施和评估
Maya Overby Koretzky1, Katemanee Burapachaisri1, Bernadette Clark1
1From the Department of the History of Medicine and Medical Scientist Training Program (M.O.K.), Johns Hopkins School of Medicine; Department of Neurology (M.O.K., K.B., B.C., C.E.G., R.M.E.S., D.G.L., C.G.R.), Johns Hopkins School of Medicine, Baltimore MD; Sentara Medical Group (M.R.H.), Norfolk, VA; and Kennedy Krieger Institute (D.G.L.), Baltimore, MD.
Neurology. Education
|October 25, 2024
概括
这项研究评估了医学生的神经伦理学研讨会,发现它显著提高了对道德推理的知识和信心,特别是关于大脑死亡和代理决策.
科学领域:
- 医学教育 医学教育
- 神经伦理学是一种神经伦理学.
- 临床神经学 临床神经学
背景情况:
- 医学学生在神经病学职位上面临着有限的正式神经伦理学培训的伦理挑战.
- 需要为学生提供应对复杂伦理情况的技能.
研究的目的:
- 评估一个以案例为基础的研讨会,旨在引入神经伦理学概念.
- 评估对医学学生的知识,信心和对伦理学的兴趣的影响.
主要方法:
- 为神经病学实习生实施了一个为期1.5小时的互动研讨会.
- 研讨会前后的调查测量了对神经伦理学的知识,信心和兴趣.
- 通过对大脑死亡和容量的多选题来评估内容知识.
主要成果:
- 66%的学生表示对伦理知识的信心增加;42%的人表示兴趣增加.
- 在能力评估 (17%),脑死亡 (19%) 和代理决策 (22%) 的内容知识中观察到显著的改善.
- 基于先前的伦理学经验,会议前的知识没有显著差异.
结论:
- 基于案例的神经伦理研讨会有效地提高了医学学生的知识和信心.
- 该课程成功地将伦理学和健康差异教育整合到神经学培训中.
- 干预增加了学生对伦理学的兴趣,并提高了伦理推理技能.
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