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In the context of a healthy China, strengthening humanistic literacy education for general medical students reflects the demands of the times, promotes the transformation of medical models, and has important practical significance in reducing the work burnout of general practitioners in practice. Integrating narrative medicine into general practice student education is conducive to implement the patient-centered concept of general practice, provide continuous and systematic medical services, and further improve the humanistic literacy of general practitioners. Based on these, this paper proposed the relevant paths of integrating narrative medicine into student education in general medicine, including changing educational concepts and integrating educational resources, boldly carrying out curriculum reforms and innovating educational methods, fully utilizing parallel medical records and reflective writing, as well as cultivating the habit of lifelong learning.
ABSTRACT
Este artículo presenta los resultados de una investigación dirigida a evaluar la formación ética recibida en los estudios de psicología, que hizo parte del Proyecto "Razona-miento y juicio ético de profesionales de la psicología en Iberoamérica, estudio en Colombia". Para ello, se utilizó una metodología multimétodo con grupos focales en seis campos del ejercicio profesional, un cuestionario de datos sociodemográficos y una escala de valoración de la formación ética, adaptada de Pope et al. (1987). Respondieron la escala 528 psicólogas y psicólogos de diferentes regiones del país, la mayoría egresados después de la Ley 1090 de 2006. En los grupos foca-les participaron 44 psicólogas y 17 psicólogos, con experiencia en el respectivo campo disciplinar. El 86.3 % calificó como buena o excelente la formación recibida en el programa de grado, lo mismo que la mayoría de quienes la recibieron en programas de posgrado o de educación continua. En los grupos focales se comentaron las falencias de la formación ética en los programas académicos y se hicieron recomendaciones para orientarla a modelos situados, previa preparación de los docentes. Se resaltó la importancia del Colegio Colombiano de Psicólogos (Colpsic), en la función de promover espacios para análisis y discusión ética de casos, y la función de la Asociación Colombiana de Facultades de Psicología (Ascofapsi), en la promoción de una educación ética de calidad en los programas de psicología. Se discuten los resultados a la luz del proyecto y de la literatura especializada
An investigation aimed at evaluating the ethical ed-ucation received by psychologists is presented. This research is part of the project "Ethical reasoning and judgement of psychologists in Iberoamerica, a study in Colombia". A multi-method study was applied, with focus groups in six professional areas, a sociodemo-graphic data questionaire and a scale evaluating ethics education, adapted from Pope et al. (1987). The scale was responded by 528 psychologists from different parts of the country, most of them graduated after the Act 1090 of 2006. Participants in the focus groups were 44 females and 17 males, with experience in the respective professional area. Results showed that 86.3 % of the participants qualified as good or excellent the ethics education in their graduate program, similar to the majority who received ethics education in their postgraduate or continued education programs. In the focus groups, commentaries about deficiencies in the academic programs were made, and also recom-mendations to orient ethics education towards situat-ed models, with previous preparation of professors. The importance of the role of Colpsic Colombian Psychologists College in the promotion of spaces for ethical analysis and discusión, and of the role of Ascofapsi Colombian Association of Psychology Programs in promoting an ethical education of quality in the psychology programs were emphasized. Results are discussed in the light of the wider project and the specialized literature
Apresenta-se a investigação dirigida a avaliar a for-mação ética recebida nos estudos de psicologia, no marco do Projeto "Raciocínio e Julgamento Ético dos Profissionais da Psicologia na Ibero-América, Estudo na Colômbia". Utilizou-se uma metodologia multi-método, com grupos focais em seis campos do exercício profissional, um questionário de dados socio-demográficos e uma escala de valoração da formação ética, adaptada de Pope et al. (1987). Responderam a escala 528 psicólogas e psicólogos de diferentes re-giões do país, a maioria formados após a Lei 1090 de 2006. Nos grupos focais participaram 44 psicólogas e 17 psicólogos, com experiencia no respectivo campo disciplinar. O 86.3 % avaliaram como boa ou excelen-te a formação recebida no programa de grado, assim como a maioria daqueles formados em programas de pós-graduação e de educação contínua. Nos grupos focais se identificaram-se falências da formação éticas nos programas acadêmicos e fizeram-se recomendações para orientá-la a modelos situados, previa preparação dos docentes. Destacou-se a importância do Colégio Colombiano de Psicólogos (Colpsic) na função de promover espaços para analisar e discutir eticamente casos, e a função da Associação Colombiana de Fa-culdades de Psicologia (Ascofapsi) na promoção da educação ética de qualidade nos estudos de psicologia. Discutiram-se os resultados à luz do projeto maior e da literatura especializada
Subject(s)
Humans , Ethics, Professional , Professional Practice , Psychology , Teaching , Cross-Sectional Studies , Surveys and Questionnaires , Focus Groups , Education, Continuing , Professional TrainingABSTRACT
Introducción: es necesario saber si los futuros profesionales abordan temas éticos en los cursos curriculares de la carrera. Objetivo: determinar el autoreporte de la enseñanza de ética a los estudiantes peruanos de la carrera de medicina. Métodos: estudio descriptivo transversal de datos secundarios. Se recolectó la información mediante una encuesta virtual aplicada por los coautores estudiantiles, se incluyó estudiantes de todas las facultades de medicina que al menos hubieran cursado un ciclo académico. Se preguntó acerca de la enseñanza del curso de ética, las clases de ética dentro de otros cursos de la carrera, los tópicos que les enseñaron y otras variables socio-educativas. Resultados: de los 707 encuestados, 56 por ciento (395) fueron mujeres, la mediana de edades fue 22 años (rango intercuartílico: 20-23 años). El 65 por ciento (459) ya había llevado el curso de ética y el 41 por ciento (287) habían recibido alguna clase de ética dentro de los cursos, manifestando que les habían servido mucho al 85 por ciento. El tema ético que más han tratado fue la ética en la carrera de medicina (78 por ciento), seguido de la ética en el manejo de los pacientes (76 por ciento); los menos tratados fueron la ética para el trato con compañeros/colegas (45 por ciento) y la ética en los trabajos de los cursos (51por ciento). Conclusión: si bien existen temas éticos que se enseñan frecuentemente, otros deben tocarse en mayor medida, ya que el no hacerlo podría generar faltas éticas por desconocimiento de los estudiantes(AU)
Introduction: It is necessary to know if future professionals approach ethical issues in the curricular courses of their majors. Objective: To determine the self-report of the teaching of ethics to Peruvian medical students. Methods: Cross-sectional descriptive study of secondary data. The information was collected through a virtual survey applied by the student co-authors, including students from all medical schools who had attended at least one academic cycle. They asked about the teaching of the ethics course, the ethics classes within other major courses, the topics they were taught and other socio-educational variables. Results: Of the 707 participants, 56 percent (395) were women, the median age was 22 years (interquartile range: 20-23 years). 65 percent (459) had already taken the ethics course and 41 percent (287) had received some kind of ethics within the courses, stating that they had served 85 percent. The ethics topic most dealt with was ethics in the medical major (78 percent), followed by ethics in the management of patients (76 percent); the least treated were ethics for dealing with colleagues/colleagues (45 percent) and the ethics in the courses work (51 percent). Conclusion: Although there are ethical issues that are frequently taught, others must be dealt with to a greater extent, since not doing so could generate ethical shortcomings due to ignorance by the students(AU)
Subject(s)
Humans , Male , Female , Adult , Students, Medical , Ethics, Medical , PeruABSTRACT
Normative development of human assisted reproduction technology not only depends on ethics con-sciousness of the employee, effective system guarantee and perfect supervision system but also depends on ethics consciousness of infertile couples. Popularizing the knowledge of reproductive ethics for infertile couples and foste-ring their ethics consciousness is a vital problem of normative development of human assisted reproduction technolo-gy and an effective way to solve the ethical issues of human assisted reproduction technology.
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Through analyzing the ethical status quo in reproductive medicine treatment unit, this article dis-cussed the social ethical issues brought by ART technology development related to the reproductive medical treat-ment unit. Then it put forward the measures to solve those ethical problems: strengthening the ethical principles and ethical committee construction, sharing data information, fully informed consent, and suggestions to improving ethics education.
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In view of the present hospital professional and technical personnel in the making , performance e-valuation , salary management , personal development , health management , department management , as well as on the management of some of the ethical issues , analyzes its reason: hospital professional and technical personnel management ethics idea misunderstanding , hospital professional and technical personnel subject ethics value status unclear , hospital professional and technical personnel managers′ethical level is not high .And put forward the con-crete solving measures:strengthen dominated by social responsibilities of ethical supervision and management , es-tablish the principle of fairness , justice , ethics of competition system , director of the department , carried out by both efficiency and fair ethics idea of performance and salary rank management activities , to achieve individual all-round development as the goal of ethical career management , to strengthen the management of managers ethical education .
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In this paper, the importance of using advanced medical equipment to check treatment was ana-lyzed, and then pointed out that nowadays there were the following problems: the medical staff had excessive de-pendence on medical equipment; medical equipment inspection treatment of irrationality; medical equipment in-spection treatment with humanity was not enough; medical equipment management of dereliction of duty. Put for-ward to strengthen medical personnel professional moral education;to strengthen the medical students' ethical edu-cation;regular hospital manage concept;improve the cognitive level of medical staff of medical equipment.
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Objective:To probe the implement of inquiry -based teaching in nursing ethics. Method:105 nursing students attended the innovation of inquiry-based teaching for Nursing Ethics. Results:88. 5% nursing students satisfied with innovation of teaching;82 . 9% nursing studentsethics awareness was enhanced largely in understanding for nursing ethics;68 . 6% nursing students considered that their ability for ethical thinking has been enhanced largely;93 . 3% nurs-ing students thought that nursing ethics was important. Different inquiry methods for nursing students led to different level of analysis ability for ethic cases(P﹤0. 001). Conclusions:It's necessary to perform the innovation of inquiry-based teaching, promoting the student's activity, focus on learning process and enhancing the students comprehensive ability.
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Alzheimer′s patients bring heavy burden to their family and society, causing potential safety prob-lems unable to escort for a long time with the family, physical constraints between protection and between self-es-teem and the mental health law,the quality of life and life values produce a series of contradiction and ethical is-sues,also make close contact with their nursing staff have to face the moral and ethical dilemma.The suggestions are:Hospital provides professional full-time, professional pension caregivers of alzheimer′s patients for long-term care, Strengthen the communication of nursing staff and patients′families, Reasonable and legitimate use tools, Perfect medical system construction, buildMedical support combinedcare system, Carry out the comprehensive rehabilitation nursing intervention, improve the patients quality of life, Change service concept, strengthening the study of ethical knowledge and application to promote the doctor-patient relationship.
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There is especial request for medical ethics of urology which is different from other dis-ciplines. Medical ethical education must be paid equal attention to expertise culture. And suitable guide wrong value. Practice suggested that we should do as follows : to be strictch by word and deed and to be the first to set an example ; to think by trans- ; to enrich teaching form and to strengthen effects of studying.
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The ethical education of laboratory medicine,as the indispensable part of modern medicine practice,hasn't been adequately emphasized,so that non-ethical things often ouur.This artide discusses the importance of ethical education on the field of laboratry medicine.
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Being a new kind of education model,enterprise education is an inevitable choice in the development of medical academies and schools in our countries.Meanwhile it gets into pressures come from all aspects.To improve their abilities in enterprise,all medical academies and schools should make best use of campus culture.