جلد 4 - دوره 4، ویژه نامه اخلاق در پژوهش های بالینی پزشکی
جلد 4 - دوره 4، ویژه نامه اخلاق در پژوهش های بالینی پزشکی صفحات 46-39 |
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Larijani B, Motevaseli E. NEW METHODES OF MEDICAL ETHICS EDUCATION . ijdld 2005; 4 :39-46
URL: http://ijdld.tums.ac.ir/article-1-5049-fa.html
URL: http://ijdld.tums.ac.ir/article-1-5049-fa.html
روشهای نوین. مجله دیابت و متابولیسم ایران. 1383; 4 () :39-46
چکیده: (5407 مشاهده)
Background: In the recent years, new medical technologies and their probable misusing have emerged public concerns about medical ethics. Medical ethics is a practical discipline that provides a structured approach for identifying, analyzing, and resolving ethical issues in clinical medicine.
Methods: In this study we reviewed some new methods of teaching medical ethics in other countries by searching in internet and literature books.
Results: Two key features related to the teaching of medical ethics are actively involving students in the learning process instead of merely lecturing about ethical principles and assessing how students apply their knowledge of ethical principles in simulated and actual situations. In many countries such as Iran medical schools attempted to address medical ethics issues in formal ethics classes.
Conclusion: It is clear that the traditional method is no longer sufficient to meet the needs of practitioners and societies and new methods particularly those emphasizing active learning, individual participation, group interactions, and a process-based approach, should be developed and implemented. In addition, a concerted effort to improve education in medical ethics will benefit the medical profession and the patients served there by. Therefore, we recommended policy makers of medical ethics education to change the traditional method with regard to modern methods witch is used now in the world.
Methods: In this study we reviewed some new methods of teaching medical ethics in other countries by searching in internet and literature books.
Results: Two key features related to the teaching of medical ethics are actively involving students in the learning process instead of merely lecturing about ethical principles and assessing how students apply their knowledge of ethical principles in simulated and actual situations. In many countries such as Iran medical schools attempted to address medical ethics issues in formal ethics classes.
Conclusion: It is clear that the traditional method is no longer sufficient to meet the needs of practitioners and societies and new methods particularly those emphasizing active learning, individual participation, group interactions, and a process-based approach, should be developed and implemented. In addition, a concerted effort to improve education in medical ethics will benefit the medical profession and the patients served there by. Therefore, we recommended policy makers of medical ethics education to change the traditional method with regard to modern methods witch is used now in the world.
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