Problems and perceived needs for medical ethics education of resident physicians in Alexandria teaching hospitals, Egypt

Mohamed, A. M.; Ghanem, Maha; Kassem, Ahmed

doi:10.26719/2012.18.8.827

Cited by 4 publications

(4 citation statements)

References 30 publications

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“…The characteristics of the 128 resident physicians who completed the questionnaires have been described in a previous paper [3]. Two-fifths of residents (40.6%) had learned about medical ethics from their own experience at work, 27.3% had read about it and 18.0% had their knowledge from their medical education; only 14.1% gained their knowledge from exposure to a training course on the subject.…”

Section: Physicians' Characteristicsmentioning

confidence: 99%

Knowledge, perceptions and practices towards medical ethics among physician residents of University of Alexandria hospitals, Egypt

Mohamed¹,

Ghanem²,

Kassem³

2012

Easter Mediterr Health J

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This cross-sectional study was conducted to assess the knowledge, perceptions and practices towards medical ethics of physician residents at university hospitals in Alexandria, Egypt. A self-administered structured questionnaire was used for knowledge and perceptions and a checklist for observations of doctor -patient interactions in the outpatient setting. Only 18.0% of the 128 participating residents had obtained their knowledge from their medical education and 29.9% were dissatisfied with the roles played by the ethics committee. Most of the residents had satisfactory knowledge and 60.2% had satisfactory perceptions regarding ethical issues. The lowest perception score was in the domain of disclosing medical errors. Only 48.0% of the residents were compliant with the principles of medical ethics in practice and 52.0% of patients were dissatisfied with their treating physicians. The study identified areas of unsatisfactory knowledge and practices towards ethical issues so as to devise means to sensitize residents to these issues and train them appropriately.

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Section: Physicians' Characteristicsmentioning

confidence: 99%

Knowledge, perceptions and practices towards medical ethics among physician residents of University of Alexandria hospitals, Egypt

Mohamed¹,

Ghanem²,

Kassem³

2012

Easter Mediterr Health J

Self Cite

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“…A literature review of needs assessment models and methods of data collection for needs assessments in general and specifically in medical ethics education (10,(16)(17)(18)(19)(20) informed the design and content of the RGNs survey. Two neonatologists with expertise in teaching ethics and communication and one senior NPM trainee drafted the first version.…”

Section: National Survey Of Recent Graduates Of Npm Training and Npm Training Pdsmentioning

confidence: 99%

Needs assessment of ethics and communication teaching for neonatal perinatal medicine programs in Canada

Daboval

Ferretti

Moussa

et al. 2018

Paediatrics &Amp; Child Health

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Objective: To explore ethics education needs in Canadian Neonatal Perinatal Medicine (NPM) training programs. Methods: A retrospective review of NPM trainees' performance at the National NPM Objective Structured Clinical Examination (OSCE) was undertaken for 2012 to 2017 and two distinct cross-sectional online surveys were carried out. One survey targeted recently graduated neonatologists (RGNs) who completed 2 years' training in a Canadian NPM program between 2010 and 2015; the other survey was sent to Canadian NPM training program directors (PDs). The domains of interest were: perception of education, ethics and communication topics, educational strategies, assessment of trainees' competencies, and barriers to neonatal ethics education. Results: NPM trainees generally performed less well in stations involving ethics and communication relative to other domains on the National OSCE. Forty-seven RGNs (44.3%) and 12 PDs (92.3%) completed the survey. Over 90% of PDs and RGNs agreed on the importance of training in ethics and communication. Both groups highly valued training on topics related to communication. Preferred teaching strategies were experiential: observation and feedback. PDs mentioned the importance of using validated tools to regularly and formally assess trainees. They recognized challenges in regard to financial resources, physical space, and faculty training in patient-physician communication. Conclusions: National OSCE results indicate the need to improve neonatal ethics and communication training in Canadian NPM programs. RGNs and PDs identified important topics, as well as teaching and evaluation strategies. These results can be used to develop a training program for ethics and communication in NPM.

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“…Some evidence indicated that dental residents had lower level of knowledge of ethics and professionalism than their peers in medical specialties 5 . Residents face unique ethical conflicts due to their multiple responsibilities 6 and need to be prepared for such encounters. On the other hand, the opportunities for formal ethics education decline significantly during the residency programs 7 .…”

Section: Introductionmentioning

confidence: 99%

Educational content of professional ethics in postgraduate dental education

Momeni

Larijani

Rakhshandeh

et al. 2022

Journal of Dental Education

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Purpose Inclusion of proper educational content with respect to professional ethics in dental curricula is an important step to achieve objectives of ethics education especially in postgraduate programs when the time and opportunities for explicit instruction of ethics are limited. This study aimed to find and discuss the topics of ethics and professionalism for dental postgraduate programs. Methods A modified Delphi survey of experts’ opinions with three rounds was conducted to establish a consensus on the need to teach professional ethics topics. The topics were identified through a literature review and according to the opinion of the experts. Items scored as highly important by over 80% of the participants in each round of the survey were considered educational needs. Results A total of 154 ethical issues were identified and classified into 29 topical categories to design the initial questionnaire. A consensus was developed on 24 ethics and professionalism topics for inclusion in the professional ethics curriculum for all dental postgraduate programs. Conclusions Based on the results of this study, the same educational content in professional ethics is needed for all dental residency programs in all specialties. Most of the topics on which experts reached a consensus to be included in the ethics educational content were related to ethical and professional standards of conduct.

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Problems and perceived needs for medical ethics education of resident physicians in Alexandria teaching hospitals, Egypt

Cited by 4 publications

References 30 publications

Knowledge, perceptions and practices towards medical ethics among physician residents of University of Alexandria hospitals, Egypt

Knowledge, perceptions and practices towards medical ethics among physician residents of University of Alexandria hospitals, Egypt

Needs assessment of ethics and communication teaching for neonatal perinatal medicine programs in Canada

Educational content of professional ethics in postgraduate dental education

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