Volume 28, Issue 1 (3-2021)
RJMS 2021, 28(1): 84-94 |
Back to browse issues page
Research code: 146754
Ethics code: IR.IAU.M.REC.1399.045
Clinical trials code: IR.IAU.M.REC.1399.045
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
managhe E, Amirianzadeh M, Salehi M, Zareii R. The effect of medical ethics education on the moral culture of students of Shiraz University of Medical Sciences. RJMS 2021; 28 (1) :84-94
URL: http://rjms.iums.ac.ir/article-1-6643-en.html
URL: http://rjms.iums.ac.ir/article-1-6643-en.html
Marvdasht Branch, Islamic Azad University, Marvdasht, Iran , Mamirianzadeh15@gmail.com
Abstract: (2076 Views)
Background & Aims: The moral culture of the students of medical universities reflects the respected values of the educational system of these universities. This kind of culture will affect the way these students work after graduation. The aim of this study was to determine the effect of medical ethics education on the moral culture of medical students. One of the important strategic priorities of education and research of medical universities is education and observance of medical ethics, and in this regard, it is very important to pay attention to education and implementation of ethical culture. On the other hand, teaching the principles of medical ethics should be active and appropriate. And considering that in most medical universities, traditional methods are used to teach medical ethics and research has shown that these methods do not have much effect on changing the moral culture of medical students, so in this study based on the component Medical Ethics in Medical Education, while designing a new educational package, tried to measure and study the impact of medical ethics education on the moral culture of medical students.Ethical culture is an important factor in creating public value and credibility among employees, and if supervisors and field managers are morally influenced, they will eventually create an ethical culture in their organization, which will have a positive effect on the behavior of their subordinates. The existence and implementation of a proper ethical culture in medical universities causes medical students to receive a good model and after graduation, to use this type of culture in society. In our research, we sought to find the answer to this question. Is there a significant difference between the pre-test and post-test scores of the two control groups (the group that was taught medical ethics by the old and traditional methods) and the experimental group (the group that was taught medical ethics with the new training package)? There are selected training courses, in other words, does the new training package have a greater impact on the moral culture of medical students?
Methods: The research method was a quasi-experimental pretest-posttest with a control group. The study sample consisted of four classrooms consisting of 99 students who were selected by cluster random sampling method from nursing students of Shiraz University of Medical Sciences who were taking a course in professional ethics (medical ethics) and by random arrangement, two classes were selected experimentally and two classes as evidence. For the experimental group, a new medical ethics training package was used and for the control group, an old and traditional medical ethics training package was used for teaching. Old and traditional ethics education package. Medicine included pure lectures and in rare cases, PowerPoint presentation, but in the new medical ethics training package, new content and teaching methods that include lectures, PowerPoint presentations, videos, WhatsApp group, texting, CD or flash, photos, PDF and was used, in other words, students participated in an active combination and multimedia educational program.Data collection in the present study was done by referring to research samples by presenting researcher-made questionnaires. Questionnaires were designed in two parts. The first part was related to individual questions and demographic information of the samples and the second part was questions designed in line with the research objectives. The researcher-made questionnaire on moral culture included 24 items and 6 dimensions.Before the intervention, a pre-test was performed to compare the information of the two groups in the selected courses and after the intervention, ie applying an independent variable (new training package), a post-test was performed to compare the final information of the two groups in the selected courses. Finally, based on quantitative results, discussions and conclusions were made.
Results: The mean of pre-test scores in the experimental group is 67.06 and the standard deviation is 8.94. These values in the post-test for the experimental group with an average of 72.15 and standard deviation are 7.41. Therefore, considering that the mean of the post-test in the experimental group was higher than the mean of the control group and based on the obtained t -6.46 in the degree of freedom of 57, there was a significant difference at the level of p <0.01 in the two groups of experiments and controls.
Conclusion: In the present study, participants in the experimental and control groups were not significantly different in terms of demographic information such as age, marital status, field of study, degree and were similar to each other. According to the research questions and based on the obtained results, according to the means in the control and experimental groups based on the obtained t value (-1.63) in the degree of freedom 97, there is a significant difference between the mean scores of the two groups in the pre-test. It is not observed. Also, the mean of pre-test scores in the experimental group is 67.06 and the standard deviation is 8.97. These values in the post-test for the experimental group are 72.15 and the standard deviation is 7.41. Therefore, considering that the mean of the post-test in the experimental group was higher than the mean of the control group and based on the obtained t -6.46 in the degree of freedom of 57, there was a significant difference at the level of p <0.01 There are two groups of experiments and controls. According to the results of this research, it is possible to promote the moral culture in medical students by changing the method and content of medical ethics courses. One of the limitations of the research, which fortunately became an opportunity, is the limitation of face-to-face classes due to the prevalence of coronary heart disease, which caused two-thirds of face-to-face classes to be held virtually, which fortunately was in line with the research hypothesis.
In this study and based on the findings, it was found that teaching medical ethics with a new educational package compared to the old method, has a greater impact on the moral culture of medical students and it is suggested that medical education centers use this package in their training. Also, more attention of educational planners to combined education is very important in teaching medical ethics, and educational planners should pay more attention to this point, especially in clinical settings.
Methods: The research method was a quasi-experimental pretest-posttest with a control group. The study sample consisted of four classrooms consisting of 99 students who were selected by cluster random sampling method from nursing students of Shiraz University of Medical Sciences who were taking a course in professional ethics (medical ethics) and by random arrangement, two classes were selected experimentally and two classes as evidence. For the experimental group, a new medical ethics training package was used and for the control group, an old and traditional medical ethics training package was used for teaching. Old and traditional ethics education package. Medicine included pure lectures and in rare cases, PowerPoint presentation, but in the new medical ethics training package, new content and teaching methods that include lectures, PowerPoint presentations, videos, WhatsApp group, texting, CD or flash, photos, PDF and was used, in other words, students participated in an active combination and multimedia educational program.Data collection in the present study was done by referring to research samples by presenting researcher-made questionnaires. Questionnaires were designed in two parts. The first part was related to individual questions and demographic information of the samples and the second part was questions designed in line with the research objectives. The researcher-made questionnaire on moral culture included 24 items and 6 dimensions.Before the intervention, a pre-test was performed to compare the information of the two groups in the selected courses and after the intervention, ie applying an independent variable (new training package), a post-test was performed to compare the final information of the two groups in the selected courses. Finally, based on quantitative results, discussions and conclusions were made.
Results: The mean of pre-test scores in the experimental group is 67.06 and the standard deviation is 8.94. These values in the post-test for the experimental group with an average of 72.15 and standard deviation are 7.41. Therefore, considering that the mean of the post-test in the experimental group was higher than the mean of the control group and based on the obtained t -6.46 in the degree of freedom of 57, there was a significant difference at the level of p <0.01 in the two groups of experiments and controls.
Conclusion: In the present study, participants in the experimental and control groups were not significantly different in terms of demographic information such as age, marital status, field of study, degree and were similar to each other. According to the research questions and based on the obtained results, according to the means in the control and experimental groups based on the obtained t value (-1.63) in the degree of freedom 97, there is a significant difference between the mean scores of the two groups in the pre-test. It is not observed. Also, the mean of pre-test scores in the experimental group is 67.06 and the standard deviation is 8.97. These values in the post-test for the experimental group are 72.15 and the standard deviation is 7.41. Therefore, considering that the mean of the post-test in the experimental group was higher than the mean of the control group and based on the obtained t -6.46 in the degree of freedom of 57, there was a significant difference at the level of p <0.01 There are two groups of experiments and controls. According to the results of this research, it is possible to promote the moral culture in medical students by changing the method and content of medical ethics courses. One of the limitations of the research, which fortunately became an opportunity, is the limitation of face-to-face classes due to the prevalence of coronary heart disease, which caused two-thirds of face-to-face classes to be held virtually, which fortunately was in line with the research hypothesis.
In this study and based on the findings, it was found that teaching medical ethics with a new educational package compared to the old method, has a greater impact on the moral culture of medical students and it is suggested that medical education centers use this package in their training. Also, more attention of educational planners to combined education is very important in teaching medical ethics, and educational planners should pay more attention to this point, especially in clinical settings.
Type of Study: Research |
Subject:
medical education
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
