The Program for Professional Values and Ethics in Medical Education

Lazarus, Cathy J.; Chauvin, Sheila W.; Rodenhauser, Paul; Whitlock, R.W.

doi:10.1207/s15328015tlm1204_8

Cited by 35 publications

(21 citation statements)

References 8 publications

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“…Previous research suggested that positive attitudes of residents toward ethics preparation improved beneficial outcomes of educational innovations [8]. Such findings support the belief that assessing trainees' attitudes, views and preferences is important in developing curricular approaches attuned to their concerns and experiences [9]. This information may help in the creation of curricular content and methods that are more acceptable to trainees [10,11].…”

Section: Discussionsupporting

confidence: 54%

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: Discussionsupporting

confidence: 54%

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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“…2 Reports on course development and effectiveness appear regularly in mainstream journals. [3][4][5][6][7] A 1998 survey of all 125 American medical schools discovered that almost 90% of the 116 respondents included some formal instruction in professionalism. 8 Although professionalism and humanism are not synonymous, those who advocate for either or both are generally motivated by similar concerns.…”

mentioning

confidence: 99%

Narrative Means to Humanistic Ends

Pullman¹,

Bethune²,

Duke³

2005

Teaching and Learning in Medicine

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“…Large group movie-excerpt viewing with limited discussion or participation in a study in Tulane University was shown to be ineffective while small-group discussions and role-plays were effective. Generally, the teaching strategies chosen played important roles in effective learning (Lazarus et al, 2000).…”

Section: Discussionmentioning

confidence: 99%

Developing and evaluating professionalism

et al. 2006

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Professional behaviour, being one of the domains of professionalism, is an area of medical education that has long been of concern to medical educators. At Hacettepe University, our main goal is to have students become conscious of professional identity, values, responsibilities and the physician-patient relationship. We welcome our new students with an opening ceremony on their first day and two months later, the students start the course called "Health-Illness Concepts and Medical Professional Identity". Students are expected to discuss the subjects given to them as scenarios or arguments. The aim of our study is to determine whether the course leads to a positive change in students' attitudes, indicating the attainment of those attributes that reflect professionalism. On the first and the last days of the course, a questionnaire was delivered to the students. Any positive change in preferences between the two questionnaires is identified as an achievement of that attribute. As a result we found that in all of the seven attributes there were positive changes in the students' attitudes. Positive changes varied from 48% to 84% and all were statistically significant. Using more interactive techniques helped the students to make larger percentage changes in their awareness of these professional attributes.

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The Program for Professional Values and Ethics in Medical Education

Abstract: PPVEME is an attempt to construct a medical school learning environment around professionalism. Evaluation over time will tell how successfully that has been accomplished.

Cited by 35 publications

References 8 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

Narrative Means to Humanistic Ends

Developing and evaluating professionalism

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