The UNESCO movement for bioethics in medical education and the Indian scenario

Deshpande, Smita N.

doi:10.4103/0019-5545.196722

Cited by 4 publications

(5 citation statements)

References 7 publications

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“…The UNESCO Chair of Bioethics Haifa at the International Center of Health, Law, and Ethics, University of Haifa, was formed in 2001 to coordinate and stimulate an International Network of Institutes for Medical Ethics Training. Recognizing the importance of UNESCO Bioethics training [ 61 ], the Indian Medical Association, National Board of Examinations, and Medical Council of India (MCI) have established bioethics units at several governmental and private deemed universities across the country [ 62 ]. The National Board of Examinations identified nodal centers and trained teachers.…”

Section: Discussionmentioning

confidence: 99%

Understanding, being, and doing of bioethics; a state-level cross-sectional study of knowledge, attitude, and practice among healthcare professionals

Thangavelu,

Janakiraman,

Pawar

et al. 2024

BMC Med Ethics

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Background The field of bioethics examines the moral and ethical dilemmas that arise in the biological sciences, healthcare, and medical practices. There has been a rise in medical negligence cases, complaints against healthcare workers, and public dissatisfaction with healthcare professionals, according to reports from the Indian Medical Council and other healthcare associations. We intend to assess the level of knowledge, attitude, and practice of bioethics among the registered healthcare professionals (HCPs) of Maharashtra, India. Methods A State-level online survey was conducted among the registered HCPs (n = 2143) casing all five regions of the Maharashtra state using a pre-tested self-administered questionnaire. The responses were expressed as mean, and proportions with their standard deviation and 95% CI respectively. Binary logistic regression and a multivariate logistic model were used to determine factors associated with knowledge, attitude, and practice of bioethics. Results Of the 2143 registered HCPs in Maharashtra included in this study, most of them (65.2%) had adequate knowledge of bioethics. Adequate knowledge was associated with lower age, profession (nurses and dentists), employment in the private sector, HCPS at Marathwada and Pune, and higher educational attainment. About 3 in 5 HCPs (59.4%) had a favorable attitude towards the ethical practice of bioethics, and was associated with profession, place of work, region of practice, and work experience. The distribution of unethical bioethics practices among 10 items was proportionally high, and only 34.4% reported good/fair practice. The common unethical practices in the state were allowing patients to be examined by interns, and not informing them about professional misconduct to the regulatory bodies. Conclusion Most HCPs had adequate knowledge of bioethics, which is encouraging and would favor the laying foundation for forming a good bioethics framework. Only 3/5 HCPs demonstrated a favorable attitude, and the observed unethical practice is alarmingly common. A serious consideration to evaluate the compliance level of bioethics practice periodically and measures to educate, sensitize, and train bioethics among HCPs in Maharashtra is warranted.

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Section: Discussionmentioning

confidence: 99%

Understanding, being, and doing of bioethics; a state-level cross-sectional study of knowledge, attitude, and practice among healthcare professionals

Thangavelu,

Janakiraman,

Pawar

et al. 2024

BMC Med Ethics

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“…The new generation of doctors, who are just graduated or will be graduating in coming years, are sensitized toward ethics and ethical practices but the practicing doctors are still lacking the same. Many initiatives are started for the practicing doctors by the hospital with the help of external agencies like, UNESCO Chair in Bioethics (Haifa) [5]. To improve ethics quality in healthcare, hospitals need a way to identify whether ethical practices throughout the hospital are consistent with accepted ethics standards, norms, and expectations for the hospital and its employees.…”

Section: Introductionmentioning

confidence: 99%

Inclusion of Bioethics in Performance Appraisal for Promoting Ethical Behaviour among Doctors in Hospital

Singla¹,

Saxena²,

Mahajan³

2019

Global Bioethics Enquiry Journal

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The growing public concern about the ethical conduct of healthcare professionals, specially the doctors, highlights the need to incorporate clinical ethics in all wakes of medicine be it medical education, CMEs (Continuing Medical Education), working and even performance appraisal. Bioethics, being a new subject, at least for the medical fraternity in India, needs lot of initiatives to reach all the aspects of clinical practice of doctors. One method to ensure that the doctors working in the hospital are following ethical behavior and are aware about the ethical issues in the hospital is to incorporate the 'Ethics Knowledge and Practice by Doctors' in the performance appraisal. The aim of the study is to examine the applicability of 'Ethics Knowledge and Practice by Doctors' in performance appraisal of the doctors so that ethical behavior of doctors could be positively impacted. This article is based on the secondary research and literature is reviewed from different academic sources which includes articles and previous research being done by other researchers.

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“…All these negative events have earned the Global Bioethics Enquiry 2018;6(3) condemnation by the judiciary and have eroded the trust of general public on medical professionals and hospitals [5][6][7][8]. With the prevailing issues not abetting and cause-affect analysis warranted, an in-depth study and analysis by the senior medical educationists have indicated that one of the principal reason for the deterioration of healthcare practice is the lacunae in the form of thorough teaching/training in ethics [1,[9][10]. To further substantiate this, the UN declaration of bioethics and human rights adopted on 19th October 2005 also addresses towards bridging the gap [9][10].…”

Section: Introductionmentioning

confidence: 99%

“…With the prevailing issues not abetting and cause-affect analysis warranted, an in-depth study and analysis by the senior medical educationists have indicated that one of the principal reason for the deterioration of healthcare practice is the lacunae in the form of thorough teaching/training in ethics [1,[9][10]. To further substantiate this, the UN declaration of bioethics and human rights adopted on 19th October 2005 also addresses towards bridging the gap [9][10]. Since then, it is universally accepted that teaching bioethics will have profound influence on the holistic development of the healthcare students and that it has to be an essential component in future medical education [1,[9][10].…”

Section: Introductionmentioning

confidence: 99%

“…To further substantiate this, the UN declaration of bioethics and human rights adopted on 19th October 2005 also addresses towards bridging the gap [9][10]. Since then, it is universally accepted that teaching bioethics will have profound influence on the holistic development of the healthcare students and that it has to be an essential component in future medical education [1,[9][10]. However, on the downside, unlike with teaching medical subjects, the pedagogy of ethics is a challenge [1].…”

Section: Introductionmentioning

confidence: 99%

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Effectiveness of debate as a teaching method for bioethics: opinion of undergraduate students after a class session

Palatty¹,

Saldanha²,

Rao³

et al. 2018

Global Bioethics Enquiry Journal

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Teaching bioethics to healthcare students is a difficult task principally because the academic curriculum is very rigorous and the belief in most students, staff and administration is that it is not important for enhancing their career. In our ongoing endeavors of innovative way of teaching Bioethics, we attempted at understanding the opinion of undergraduate students on effectiveness of debate as an effective mode of teaching bioethics in a class room session. Students who volunteered to take part in the debate were requested to speak for and against a bioethical issue which in this case was body image and cosmetic surgery. The other students were participants and observed the proceedings. In the end a structured questionnaire was provided to all students and their opinion was sought on the usefulness of debate as a teaching method in the area of bioethics. The results from this study indicated that debate was enjoyable (54.8), helps maintain attention in class (87.68) and effective in conveying ethical issues (64.39). The other important aspect was that 53.43% students felt that debate was better than the conventional class room teaching for bioethics. As far as the authors are aware of this is the first study that addresses the usefulness of skit as a teaching method and believe that it could be an effective addendum to conventional teaching method in bioethics and needs to be appropriately incorporated.

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The UNESCO movement for bioethics in medical education and the Indian scenario

Cited by 4 publications

References 7 publications

Understanding, being, and doing of bioethics; a state-level cross-sectional study of knowledge, attitude, and practice among healthcare professionals

Understanding, being, and doing of bioethics; a state-level cross-sectional study of knowledge, attitude, and practice among healthcare professionals

Inclusion of Bioethics in Performance Appraisal for Promoting Ethical Behaviour among Doctors in Hospital

Effectiveness of debate as a teaching method for bioethics: opinion of undergraduate students after a class session

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