Medical ethics education in China: Lessons from three schools

Sherer, Renslow; Dong, Hongmei; Cong, Yali; Wan, Jing; Chen, Hua; Yan-xia, Wang; Ma, Zhiying; Cooper, Brian; Jiang, Ivy; Roth, Hannah; Siegler, Mark

doi:10.4103/1357-6283.210501

Cited by 14 publications

(20 citation statements)

References 3 publications

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“…Successful curriculum development implementation requires continuous and multifaceted consideration. There is a four-stage framework describing the action plan for progressive changes in the curriculum development, specific to bioethics curriculum in medical education over time, in terms of the implementation, content, teaching capacity, and instruction method (Sherer et al 2017 ). In Stage 1, there is no bioethics course in the institution.…”

Section: Introductionmentioning

confidence: 99%

Evolution of bioethics education in the medical programme: a tale of two medical schools

Ngan

Sim

2020

International Journal of Ethics Education

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Bioethics Education in the Anglo-European context developed since 1970 and was incorporated into the undergraduate and postgraduate education, residency training, and continuous education. In the Asia-Pacific region, bioethics education is less structured and often dependent on contextual constraints. This paper provides a cross-sectional analysis, describing institutional experiences in developing bioethics curriculum at two medical schools in Malaysia and Hong Kong. The medical programmes of the two institutions are distinctive in terms curriculum framework, teaching approach, and topic selection, and common challenges include implementation of bioethics courses, students’ resistance to bioethics, and limited teaching capacity, emerged as they evolve. The reported experiences revealed that there is room for improvement regarding how medical schools integrate bioethics education in regions where curriculum development remains at an early stage. At least, a bioethics education requires both top-down support from the faculty to improve teaching and educational quality, as well as from the bottom-up approach to empower students to raise awareness and concerns toward bioethics, and helps students developing reasoning through challenging issues.

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Section: Introductionmentioning

confidence: 99%

Evolution of bioethics education in the medical programme: a tale of two medical schools

Ngan

Sim

2020

International Journal of Ethics Education

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“…There is no consensus as to which is the most effective teaching and assessment method in bioethics education, and lecture emerged as the most commonly practised by medical schools in the East 9 and the West. 24 Considering the crowded timetable in the medical curriculum and limited expertise to teach bioethics, using didactic lecture is acceptable to alleviate packed schedule and deliver quality teaching.…”

Section: Findings and Discussionmentioning

confidence: 99%

“…8 In China, most medical schools provide bioethics courses intermittently with varying teaching hours and placed different emphasis on teaching topics. 9 In India, bioethics is delivered sporadically during the entire medical curriculum or remained unimplemented in some medical schools. 10 In Southeast Asia region, other countries such as Pakistan, 11 India, 12 and Indonesia, 13 only a handful of institutions impart bioethics in the medical education, whereas some are not yet prepared to commit to bioethics teaching in the curriculum.…”

Section: Introductionmentioning

confidence: 99%

Bioethics Education in the Medical Programme among Malaysian Medical Schools: Where Are We Now?

Sim

Ngan

2019

Journal of Medical Education and Curricular Development

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Introduction: A global trend in medical education is the inclusion of bioethics teaching in medical programme. The objective of this article is to describe the current state of bioethics education in the medical programme among Malaysian medical schools. Method: A national survey was conducted among Malaysian medical schools between January and March 2019. One representative from each medical school was invited to respond to the survey. Respondents were faculty members involved in teaching and assessment of bioethics in their medical schools, or/and in developing and coordinating bioethics curriculum. Descriptive statistics were reported. Findings: Out of 30 medical schools, 11 completed and returned the survey (overall response rate = 36.7%). Of these 11 schools, 6/10 (60%) were from public institutions while 5/20 (25%) were from private institutions. All except 1 school implemented a formal bioethics curriculum. A wide range of bioethics topics are currently taught in the medical programme. The majority involved in teaching bioethics were health care professionals (mainly clinicians), followed by lawyers. Lecture and attendance, respectively, are the most common teaching and assessment method. Major barriers to the implementation of bioethics education included limited qualified teaching staff (6/11 = 54.5%), no established curriculum to follow (5/11 = 45.5%), limited financial resources to hire qualified staff (4/11 = 36.4%), and no consensus among faculty members (4/11 = 36.4%). Conclusion: Bioethics education in Malaysia is relatively new and mostly limited by a shortage of scholars in bioethics. National support and institutional collaboration in providing bioethics training is the key to enhance the quality of bioethics education.

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“…In the UK one study reported that only 45% of schools taught ethics and as a separate topic with the majority reporting that it is taught in classrooms (Brooks & Bell 2017). The majority of teachers of medical ethics in China have backgrounds in humanities or social sciences rather than in medicine and there is a tendency to teaching the theories and principles of ethics whilst not relating them to clinical practice ethical dilemmas (Sherer et al 2017).…”

Section: Description Of a New Education Methods Or Toolmentioning

confidence: 99%

“…It has only been in the last 30 years that teaching medical ethics has been formally included within the medical curriculum following the Pond Report (1987) and the publication of Tomorrow's Doctors (1993). It is now recognized as important and central in undergraduate medical curricula (Sherer et al 2017;General Medical Council 1993;Miles et al 1989, Institute of Medical Ethics 1987. The purpose of integrating medical ethics into the medical curriculum is to provide opportunities for understanding and analysing ethical dilemmas, and guide doctors in making thoughtful ethical clinical decisions (Beigy et al 2016).…”

Section: Introductionmentioning

confidence: 99%

Simulation: Teaching Medical Ethics to First Year Medical Students within the United Arab Emirates

Henderson¹,

Ballard²,

Alsuwaidi³

et al. 2018

MedEdPublish

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In today's healthcare world it is important to equip medical students with the knowledge, challenges and solutions to handle ethical dilemmas. Whilst there is no recommended format for how medical ethics should be taught it is recognized that students prefer a learnercentred approach. In a new medical college within the United Arab Emirates a simulation based medical education approach was adopted for first year, semester one medical students to support the taught theoretical underpinnings. Simulation scenarios which focused on the main ethical principles as well as the Islamic principles particularly in relation to the beginning and end of life were developed. Students were exposed to a variety of scenarios and were required to interact with standardized patients. Feedback from the students showed that 100% of them were in agreement that the simulation scenarios helped to support the theory taught in class. Simulation based medical education has the opportunity to enhance the undergraduate medical curriculum as well as to raise awareness of ethical dilemmas that students will face when qualified.

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Medical ethics education in China: Lessons from three schools

Cited by 14 publications

References 3 publications

Evolution of bioethics education in the medical programme: a tale of two medical schools

Evolution of bioethics education in the medical programme: a tale of two medical schools

Bioethics Education in the Medical Programme among Malaysian Medical Schools: Where Are We Now?

Simulation: Teaching Medical Ethics to First Year Medical Students within the United Arab Emirates

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