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Titolo:
A process evaluation of medical ethics education in the first year of a new medical curriculum
Autore:
Goldie, J; Schwartz, L; Morrison, J;
Indirizzi:
Univ Glasgow, Dept Gen Practice, Glasgow G12 0RR, Lanark, Scotland Univ Glasgow Glasgow Lanark Scotland G12 0RR ow G12 0RR, Lanark, Scotland
Titolo Testata:
MEDICAL EDUCATION
fascicolo: 6, volume: 34, anno: 2000,
pagine: 468 - 473
SICI:
0308-0110(200006)34:6<468:APEOME>2.0.ZU;2-K
Fonte:
ISI
Lingua:
ENG
Soggetto:
STUDENTS;
Keywords:
curriculum; education, medical, undergraduate; methods; ethics, medical; education; problem-based learning, methods; programme evaluation;
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Clinical Medicine
Citazioni:
16
Recensione:
Indirizzi per estratti:
Indirizzo: Goldie, J Univ Glasgow, Dept Gen Practice, 4 Lancaster Crescent, Glasgow G12 0RR, Lanark, Scotland Univ Glasgow 4 Lancaster Crescent Glasgow Lanark Scotland G12 0RR
Citazione:
J. Goldie et al., "A process evaluation of medical ethics education in the first year of a new medical curriculum", MED EDUC, 34(6), 2000, pp. 468-473

Abstract

Background Despite the recent increase in activity in the field of medicalethics education, few evaluative studies have been carried out. Most studies have taken place in North America, in curricula where teaching is discipline-based, and have concentrated on outcome rather than on the curricular processes adopted. Aim To evaluate the process of medical ethics education in the first year of a new learner-centred, problem-based, integrated medical curriculum. Method A qualitative, multi-method approach was adopted using open questionnaires, focus groups and tutor evaluation rating scales. The study involved all 238 students in the first year of the new medical curriculum, and the30 clinical tutors who facilitated ethics learning. A stratified sampling technique was used to choose focus group participants. Results Small group teaching proved highly acceptable to both students andtutors. Tutors' teaching skills were central to its effectiveness. Tutors played an important role in promoting students' appreciation of the relevance of medical ethics to clinical practice, and in establishing a climate where constructive criticism of colleagues' actions is acceptable. Course integration, including the provision for students of clinical experiences on which to reflect, was an important aid to learning. Students and tutors werenoted to be driving the ethics curriculum towards having a contextual rather than theoretical base. Conclusion This evaluation identified those aspects of the medical ethics course which contributed to its effectiveness and those which detracted from it. This information will be used to inform future development.

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Documento generato il 24/09/20 alle ore 11:10:08