Medical Ethics and Medical Professionalism in Low and Middle Income (LAMIC) Countries: Challenges and Implications.

Coleman, A

doi:10.3329/bioethics.v6i2.25739

Cited by 3 publications

(3 citation statements)

References 25 publications

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“…At both universities, ethics was not examinable as a core subject, but was examined within the other core disciplines. [4] There were no lecturers identified as having been trained specifically in clinical/medical ethics by either the administrators, the lecturers or the medical students, but both the medical students and lecturers indicated that those teaching had some interest in ethics.…”

Section: The University Approved Curricula For Medical Studentsmentioning

confidence: 99%

“…The brain drain has caused human personnel in the healthcare sector to be outnumbered by the rising volume of patients [4,18]. The uneven doctor to patient ratio overburdens lecturers, which can account for the lack of role models and attention given to teaching in medical schools in resource-limited settings.…”

Section: Lack Of Attention In Teaching Ethics and Role Modellingmentioning

confidence: 99%

“…While the relevance of this traditional oath has been questioned, the need for a professional code of ethics or standards [3] is clear. The core of medical practice is the doctor-patient interaction [4] and the fiduciary responsibly therein. Several factors influence this relationship, and in this complex inter-play the vital role of (bio)ethics and professionalism in medical practice is selfevident.…”

Section: Introductionmentioning

confidence: 99%

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Views of the taught and the teachers on medical ethics teaching in two universities in Kenya

Bukusi¹

2022

IJME

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Medical or clinical ethics provides guidance for health practitioners and has, hopefully, been taught to medical students during training. The teaching of clinical/medical ethics is more important in the current times because of advances in medical science and the different cultural and socioeconomic circumstances in which medicine is practised. This study sought to determine if and how clinical/medical ethics was taught at two Kenyan medical schools by conducting focus group discussions with undergraduate students and key informant interviews with lecturers teaching ethics and academic administrators. While medical/clinical ethics is a part of the medical curriculum approved by the Kenya Medical and Dental Practitioners Council (Board) and is taught during the training, we identified a gap between the theory and application of ethics education. Undergraduates, medical school administrators and lecturers from both institutions acknowledged a lack of role models and mentors, and a need for further training in communication skills since medical ethics has not been made an examinable subject and there has been no formal requirement for training of lecturers teaching ethics. For the short-term, these gaps can be addressed by training lecturers in medical/clinical ethics, and identifying and utilising suitable reference materials, while long-term measures include developing context-appropriate materials for teaching, in addition to nurturing mentorship skills among lecturers for ethical role modeling.

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Section: The University Approved Curricula For Medical Studentsmentioning

confidence: 99%

Section: Lack Of Attention In Teaching Ethics and Role Modellingmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Views of the taught and the teachers on medical ethics teaching in two universities in Kenya

Bukusi¹

2022

IJME

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Must we remain blind to undergraduate medical ethics education in Africa? A cross-sectional study of Nigerian medical students

2017

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BackgroundAs the practice of medicine inevitably raises both ethical and legal issues, it had been recommended since 1999 that medical ethics and human rights be taught at every medical school. Most Nigerian medical schools still lack a formal undergraduate medical ethics curriculum. Medical education remains largely focused on traditional medical science components, leaving the medical students to develop medical ethical decision-making skills and moral attitudes passively within institutions noted for relatively strong paternalistic traditions.In conducting a needs assessment for developing a curriculum germane to the Nigerian society, and by extension most of Sub-Saharan Africa, this study determined the views of Nigerian medical students on medical ethics education, ethical issues related to the doctor-patient relationship and the ethical/professional dilemmas they are confronted with.MethodsUsing self-administered 63-item structured questionnaires, a cross-sectional survey of the final year medical students of the University of Nigeria was conducted in July 2015.Using the Statistical Package for the Social Sciences software (SPSS Version 17), frequency counts and percentages were generated.ResultsThe sample included 100 males (71.4%) and 40 females (28.6%), with the respective mean (SD) age being 24.6(5.61) and 21.8 (6.38) years. Only 35.7% were satisfied with their medical ethics knowledge, and 97.9% indicated that medical ethics should be taught formally. Only 8.6% had never witnessed a medical teacher act unethically. The dilemmas of poor communication between physicians and patients, and the provision of sub-standard care were reported highest for being encountered ‘often’. A majority (60.7%) indicated that “a doctor should do his best always, irrespective of the patient’s wishes”. No significant difference in responses across gender was noted.ConclusionThere is a strong desire by the contemporary Nigerian medical student for medical ethics education. Their lack of exposure in medical ethics in an ethically challenging environment suggest a dire need for the development of an appropriate medical ethics curriculum for them and the provision of an ethically conducive learning environment.

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Qualitative Explanation of the Effect of Changes in the Educational System on the Development of Professionalism in Medical Residents

Aria

Samadi

Yazdani

2019

Strides Dev Med Educ

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Medical Ethics and Medical Professionalism in Low and Middle Income (LAMIC) Countries: Challenges and Implications.

Cited by 3 publications

References 25 publications

Views of the taught and the teachers on medical ethics teaching in two universities in Kenya

Views of the taught and the teachers on medical ethics teaching in two universities in Kenya

Must we remain blind to undergraduate medical ethics education in Africa? A cross-sectional study of Nigerian medical students

Qualitative Explanation of the Effect of Changes in the Educational System on the Development of Professionalism in Medical Residents

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