@2024 Afarand., IRAN
ISSN: 2228-5468 Education Strategies in Medical Sciences 2013;6(1):1-6
ISSN: 2228-5468 Education Strategies in Medical Sciences 2013;6(1):1-6
Pattern of Medical Ethics Curriculum with Islamic Approach
ARTICLE INFO
Article Type
Original ResearchAuthors
Khaghanizade M. (*)Maleki H. (1)
Abbasi M. (2)
Abbaspour A. (1)
(*) “Medicine & Religion Research Center” & “Faculty of Nursing”, Baqiyatallah University of Medical Sciences, Tehran, Iran
(1) Educational Management & Planning, Psychology & Educational , Allameh Tabatabaei, Tehran, Iran
(2) Medical Ethics & Law Research Center, Shahid Beheshti University, Tehran, Iran
Correspondence
Address: Velayat Educational Center, Eastern Alley, Artesh Boulevard, Araj Triode, Aghdasieh, Tehran, IranPhone: +982126127237
Fax: +982126127237
khaghanizade11@yahoo.com
Article History
Received: January 7, 2013Accepted: March 4, 2013
ePublished: March 10, 2013
ABSTRACT
Aims
Extensive research has been done to promote the medical ethics curriculum and several useful reviews and criticism have been published in this regard. However, no curriculum which is proportionate to our country’s cultural and religious characteristics has been designed yet. So, the aim of this study was to design an appropriate and comprehensive pattern for medical ethics curriculum relying on Islam’s ethics and value principles.
Materials & Methods In this qualitative study, qualitative content analysis was used to examine the status of medical ethics education in Iran. Data was obtained using individual structured interview with 14 medical ethics authorities. In order to explain the elements and structure of the medical ethics curriculum in the international experiences, systematic review was used and 18 articles from the valid databases were analyzed. Using the library research, the evidence available in the reliable Islamic texts was gathered.
Findings The designed pattern had a combinative approach toward the medical ethics curriculum elements. The most significant and the first level of the present pattern were Islamic basics and principles and in the higher level were the principles derived from these basics and essentials. Islamic principles and essentials directed the purposes of the present pattern and turned out to be like a filter to prevent the entrance of the elements inconsistent with Islamic values into the medical ethics curriculum.
Conclusion It is possible to achieve the ethical education and learning of skills and qualifications of medical ethics in light of medical ethics curriculum principles and essentials with an Islamic approach and considering the elements of the formal curriculum and implicit curriculum according to the goals of this pattern.
Materials & Methods In this qualitative study, qualitative content analysis was used to examine the status of medical ethics education in Iran. Data was obtained using individual structured interview with 14 medical ethics authorities. In order to explain the elements and structure of the medical ethics curriculum in the international experiences, systematic review was used and 18 articles from the valid databases were analyzed. Using the library research, the evidence available in the reliable Islamic texts was gathered.
Findings The designed pattern had a combinative approach toward the medical ethics curriculum elements. The most significant and the first level of the present pattern were Islamic basics and principles and in the higher level were the principles derived from these basics and essentials. Islamic principles and essentials directed the purposes of the present pattern and turned out to be like a filter to prevent the entrance of the elements inconsistent with Islamic values into the medical ethics curriculum.
Conclusion It is possible to achieve the ethical education and learning of skills and qualifications of medical ethics in light of medical ethics curriculum principles and essentials with an Islamic approach and considering the elements of the formal curriculum and implicit curriculum according to the goals of this pattern.
CITATION LINKS
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[2]Murry J. Development of a medical humanities program at Dalhousie university faculty of medicine. Acad Med. 2003;78(10):1020-3.
[3]De Casterle B, Grypdonck M, Cannaerts N. Empirical ethics in action: Lessons from two empirical studies in nursing ethics. Med Health Care Philos. 2004;7(1):31-9.
[4]Woods M. Nursing ethics education: Are we really delivering the good(s)? Nurs Ethics. 2005;12(1):5-18.
[5]Goldie J. Review of ethics curricula in undergraduate medical education. Med Educ. 2000;34(2):108-19.
[6]Parsons S, Barker PJ, Armstrong AE. The teaching of health care ethics to students of nursing in the UK: A pilot study. Nurs Ethics. 2001;8(1):45-56.
[7]Range LM, Rotherham AL. Moral distress among nursing and non-nursing students. Nurs Ethics. 2010;17(2):225-32.
[8]Borhani F, Mahmoudi I. Development of nurses’ professional ethics competencies: Necessities and challenges in teaching of ethics. J Med Ethics Histcourse. 2009;2(3):27- 38. [Persian]
[9]Sachedina A. Teaching of biological ethics in medical ethics curriculum in Iran. Tehran; Second International Medical Ethics Congress of Iran, 2008. [Persian]
[10]Speziale S, Carpenter D. Qualitative research in nursing advancing the humanistic imperative. 4th ed. Philadelphia: Williams and Wilkins; 2007.
[11]Ayatolahi HR. A model for main structure of Islamic medical ethics. J Med Ethics Hist. 2009;2(3):1-9. [Persian]
[12]Jahan E, Kalbasi A. Viewpoint of moral curriculum with relying on training the nature of moral knowledge. Nashr Moaref J. 2009;2(1):71-197. [Persian]
[13]Institute of Arranging and Publishing of Imam Khomeyni`s Literatures. Collection of Imam Khomeyni`s speeches. Kowsar J. 1992:256-70. [Persian]
[14]Roff S, Preece P. Helping medical students to find their moral compasses ethics teaching for second and third year undergraduates. J Med Ethics. 2004;30(5):487-9.
[15]Eckles RE, Meslin EM, Gaffney M. Medical ethics education: Where are we? Where should we be going? A Review. Acad Med. 2005;80(12):1143-52.
[16]Marzooghi R. Searching Imam Khomeyni`s training guides. Tehran: Islamic Training Publication; 2001. [Persian]
[17]Artbur RD. The evolution of medical ethics education at the medical Wisconsin. WMJ. 2006;4:18-20.
[18]Lipscomb M. Communicative integrity and moral education. IJEI. 2007;3(1):35-42.
[19]Thulesius H, Sallin K, lynoe N. Proximity morality in medical school-medical students forming physician morality “on the job “ Grounded theory analysis of a student survey. BMC Med Educ. 2007;7(1):27.
[20]Rogers J. Competency based assessment and cultural compression in medical education: Lesson from educational. Med Educ. 2005;39(11):1110-7.