Teaching and Learning Methods in Medicine by Shabih Zaidi & Mona Nasir

Author:Shabih Zaidi & Mona Nasir
Language: eng
Format: epub
Publisher: Springer International Publishing, Cham

2.Patient-centered skills enable learners to become medical professionals, whereas critical thinking skills assist learners to appraise critically the concept and implementation of medical professionalism

3.Implementation of a comprehensive medical ethics and humanities curriculum in medical school and residency requires clear direction and academic support based on clear goals and objectives which can be reliably assessed

The study was extremely comprehensive and highly profitable for emphasising the role of medical ethics, concluding that the teaching of medical ethics is essential for professional development for physicians.

One can’t agree more with this observation. Medical ethics and humanities do indeed humanise medicine.

Teaching of medical ethics is essential not only for medical students but also for residents, who would, in the future, take over professional practice in life. A study was conducted by Pauls (2012) in Canada to document the scope of the teaching and evaluation of ethics and professionalism in the family medicine postgraduate training programs, and to identify barriers to the teaching and evaluation of ethics and professionalism. The study was conducted in the form of a survey which was developed in collaboration with the Committee on Ethics of the College of Family Physicians of Canada. All 17 Canadian postgraduate family medicine training programs were invited to participate from June and December of 2008. Various attributes were evaluated, such as the structure, resources, methods, scheduled hours and barriers to teaching ethics and professionalism. The survey also focused on end-of-rotation evaluations, other evaluation strategies and barriers related to the evaluation of ethics and professionalism.

The response was 80 %. Most respondents (87 %) had learning objectives specifically for ethics and professionalism, and 87 % had family doctors with training or interest in the area leading their efforts. Two-thirds of responding programs had less than 10 h of scheduled instruction per year, and the most common barriers to effective teaching were the need for faculty development, competing learning needs and lack of resident interest. The overall results showed that most programs had learning objectives and designated faculty leads in ethics and professionalism, yet there was little curricular time dedicated to these areas and a perceived lack of resident interest and faculty expertise.

The most encouraging observation noted was that many programs evaluated ethics and professionalism as part of their end-of-rotation evaluations, but the discouraging news was that only a small number used novel means of evaluation, and identified the lack of suitable assessment tools which proved to be an important barrier.

Medical ethics is regaining its lost glory as it is being reintroduced in the medical curricula. Roberts and colleagues (2005) show us that training in ethics has become a core component of medical student and resident education. Curricula have been developed without the benefit of data regarding the views of physicians-in-training on the need for ethics instruction which focuses on practical issues and professional development topics. In their research a written survey was sent to all medical students and PGY1-3 residents at the University of New Mexico School of Medicine. The survey consisted of 8 demographic questions and 124 content questions in 10 domains.

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