Evaluation of Module Based Medical Ethics Training Among Medical Students of a Tertiary Care Teaching Hospital in National Capital Region, India.

Sachin Manocha    -  Department of Pharmacology School of Medical Sciences & Research and Sharda Hospital, Sharda University, Greater Noida – 201306, India
Ekta Arora  -  Department of Pharmacology School of Medical Sciences & Research and Sharda Hospital, Sharda University, Greater Noida – 201306, India
Ashok Dubey  -  Department of Pharmacology School of Medical Sciences & Research and Sharda Hospital, Sharda University, Greater Noida – 201306, India
Ravinder Sah  -  Department of Pharmacology Lady Hardinge Medical College, New Delhi- 110001, India
Umesh Suranagi*    -  Department of Pharmacology Lady Hardinge Medical College, New Delhi- 110001, India

(*) Corresponding Author
DOI: 10.30659/sainsmed.v12i2.13719

Introduction: The medical education world-wide is adapting competency based learning; it is high-time that the medical syllabus is inculcated with integrated-medical ethics training. An educational training program with a pre- and post-test method of analysis has better student outcome with respect to retention, thinking and understanding. Objective: To assess the understanding and application of medical ethics in students after structured module based training.

Methods: One hundred and fifty students of 1st professional Bachelor of Medicine and Bachelor of Surgery (MBBS) were provided a 10 hours’ duration module based teaching of basic principles and core concepts of medical ethics in patient care. The assessment was conducted using a pre and post analysis questionnaire having 15 multiple choice questions with one correct response. Data were analysed using paired student’s t-test for comparing pre- and post-test scores. P < 0.05 was considered as significant

Results: Total post-test correct responses were highly significant than pre-test responses. Gender wise, both males and females- post-test response significantly improved (p<0.001), indicating that there is improvement in understanding the principles and key concepts of medical ethics provided during the training. Upon completion of the training, most students strongly agreed that the training has inspired them towards the moral code of conduct, attitude and behavioural change and it provided necessary information on medical ethics.

Conclusion: Our study demonstrates that the structured medical ethics training module yielded a significant enhancement of not only the knowledge and understanding level of the students but also in their perception, attitude and behavioural interest about the importance of ethical medical practice in the future patient care.

Keywords: Medical ethics; medical students; pedagogy, pre/ post analysis; competency based medical education (CBME).

  1. Adhikari, S., Paudel, K., Aro, A. R., Adhikari, T. B., Adhikari, B., & Mishra, S. R. (2016). Knowledge, attitude and practice of healthcare ethics among resident doctors and ward nurses from a resource poor setting, Nepal. BMC Medical Ethics, 17(1), 1–8. https://doi.org/10.1186/s12910-016-0154-9
  2. AlMahmoud, T., Jawad Hashim, M., Elzubeir, M. A., & Branicki, F. (2017). Ethics teaching in a medical education environment: preferences for diversity of learning and assessment methods. Medical Education Online, 22(1), 1328257. https://doi.org/10.1080/10872981.2017.1328257
  3. Carrese, J., Malek, J., Watson, K., Lehmann, L., Green, M., McCullough, L., Geller, G., Braddock, C., & Doukas, D. (2015). The essential role of medical ethics education in achieving professionalism: the Romanell Report. Academic Medicine : Journal of the Association of American Medical Colleges, 90(6), 744–752. https://doi.org/10.1097/ACM.0000000000000715
  4. Chiapponi, C., Dimitriadis, K., Özgül, G., Siebeck, R. G., & Siebeck, M. (2016). Awareness of ethical issues in medical education: An interactive teach-the-teacher course. GMS Zeitschrift Fur Medizinische Ausbildung, 33(3). https://doi.org/10.3205/zma001044
  5. De La Garza, S., Phuoc, V., Throneberry, S., Blumenthal-Barby, J., McCullough, L., & Coverdale, J. (2017). Teaching Medical Ethics in Graduate and Undergraduate Medical Education: A Systematic Review of Effectiveness. In Academic Psychiatry (Vol. 41, Issue 4, pp. 520–525). Springer International Publishing. https://doi.org/10.1007/s40596-016-0608-x
  6. Gupta, V. K., Kaur, N., & Gupta, M. (2015). Is a revision in medical curricula sufficient to develop ethical and empathic future physicians? In Indian Heart Journal (Vol. 67, Issue 6, pp. 623–625). Elsevier B.V. https://doi.org/10.1016/j.ihj.2015.08.020
  7. Haque, M., Zulkifli, Z., Haque, S. Z., Kamal, Z. M., Salam, A., Bhagat, V., Alattraqchi, A. G., & Rahman, N. I. A. (2016). Professionalism perspectives among medical students of a novel medical graduate school in Malaysia. Advances in Medical Education and Practice, 7, 407–422. https://doi.org/10.2147/AMEP.S90737
  8. Hartford, W., Nimmon, L., & Stenfors, T. (2017). Frontline learning of medical teaching: “you pick up as you go through work and practice.†BMC Medical Education, 17(1), 171. https://doi.org/10.1186/s12909-017-1011-3
  9. Iswarya, S., & Bhuvaneshwari, S. (2018). Knowledge and attitude related to medical ethics among medical students. International Journal Of Community Medicine And Public Health, 5(6), 2222. https://doi.org/10.18203/2394-6040.ijcmph20182065
  10. Jahan, F., Siddiqui, M. A., Al Zadjali, N. M., & Qasim, R. (2016). Recognition of core elements of medical professionalism among medical students and faculty members. Oman Medical Journal, 31(3), 196–204. https://doi.org/10.5001/omj.2016.38
  11. Janakiram, C., & Gardens, S. J. (2014). Knowledge, attitudes and practices related to healthcare ethics among medical and dental postgraduate students in south India. Indian Journal of Medical Ethics, 11(2), 99–104. https://doi.org/10.20529/ijme.2014.025
  12. Kaur, G., Singh, J., Bhutani, K., Delmotra, N. J., & Goyal, A. (2019). Development and Introduction of Module on Medical Ethics in Patient Care To 2 nd Professional MBBS Students. 5(2). https://doi.org/10.21276/ijmrp.2019.5.2.006
  13. Mahajan, R., Goyal, P., Sidhu, T., Kaur, U., Kaur, S., & Gupta, V. (2017). Module for interns in medical ethics: A developmental diegesis. International Journal of Applied and Basic Medical Research, 7(5), 52. https://doi.org/10.4103/ijabmr.IJABMR_170_17
  14. Organization, W. H. (2010). Facilitators’ Guide for teaching medical ethics to undergraduate students in medical colleges in the South-East Asia Region.
  15. Peters, D., Ramsewak, S. S., & Youssef, F. F. (2015). Knowledge of and attitudes toward medical professionalism among students and junior doctors in Trinidad and Tobago. West Indian Medical Journal, 64(2), 138–144. https://doi.org/10.7727/wimj.2013.214
  16. Ranasinghe, A. W. I. P., Fernando, B., Sumathipala, A., & Gunathunga, W. (2020). Medical ethics: knowledge, attitude and practice among doctors in three teaching hospitals in Sri Lanka. BMC Medical Ethics, 21(1), 69. https://doi.org/10.1186/s12910-020-00511-4
  17. Shah, N., Desai, C., Jorwekar, G., Badyal, D., & Singh, T. (2016). Competency-based medical education: An overview and application in pharmacology. In Indian Journal of Pharmacology (Vol. 48, Issue 7, pp. S5–S9). Medknow Publications. https://doi.org/10.4103/0253-7613.193312
  18. Sherer, R., Dong, H., Cong, Y., Wan, J., Chen, H., Wang, Y., Ma, Z., Cooper, B., Jiang, I., Roth, H., & Siegler, M. (2017). Medical ethics education in China: Lessons from three schools. Education for Health, 30(1), 35. https://doi.org/10.4103/1357-6283.210501
  19. Shivaraju, P. T., Manu, G., Vinaya, M., & Savkar, M. K. (2017). Evaluating the effectiveness of pre- and post-test model of learning in a medical school. National Journal of Physiology, Pharmacy and Pharmacology, 7(9), 947–951. https://doi.org/10.5455/njppp.2017.7.0412802052017
  20. Singh, S., Sharma, P., Bhandari, B., & Kaur, R. (2016). Knowledge, awareness and practice of ethics among doctors in tertiary care hospital. Indian Journal of Pharmacology, 48(7), S89–S93. https://doi.org/10.4103/0253-7613.193320
  21. Vogel, D., & Harendza, S. (2016). Basic practical skills teaching and learning in undergraduate medical education - A review on methodological evidence. In GMS Zeitschrift fur Medizinische Ausbildung (Vol. 33, Issue 4). German Medical Science GMS Publishing House. https://doi.org/10.3205/zma001063

Open Access Copyright (c) 2021 Sains Medika: Jurnal Kedokteran dan Kesehatan

Sains Medika: Jurnal Kedokteran dan Kesehatan
is published by Fakultas Kedokteran Universitas Islam Sultan Agung Semarang, Indonesia.
Jl. Raya Kaligawe Km.4, PO BOX 1054/SM Semarang 50112
Website: https://fkunissula.ac.id/
Email: sainsmedika@unissula.ac.idsainsmedika@unissula.ac.id

ISSN: 2339-093X (Online) | 2085-1545 (Print)
DOI : 10.30659/sainsmed

This work is licensed under a Creative Commons Attribution 4.0 International License

Get a feed by atom here, RRS2 here and OAI Links here

apps