Caspian Journal of Internal Medicine
Babol University of Medical Sciences
شنبه 31 شهریور 1403
[Archive]
دوره 13، شماره 3 - ( 3-1401 )
جلد 13 شماره 3 صفحات 510-498 |
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Khansari F, Asghari F, Mortaz Hejri S, Bathaie F, Larijani B. Challenges of the Curriculum of PhD in Medical Ethics in Iran: A Qualitative Study. Caspian J Intern Med 2022; 13 (3) :498-510
URL: http://caspjim.com/article-1-2026-fa.html
URL: http://caspjim.com/article-1-2026-fa.html
Challenges of the Curriculum of PhD in Medical Ethics in Iran: A Qualitative Study. . 1401; 13 (3) :498-510
چکیده: (1909 مشاهده)
Background: Bioethics is the foundation of medical practices, and can be applied in the different levels of medicine. In Iran, Medical Ethics started to be taught in the form of PhD course in Tehran University of Medical Sciences (TUMS) in 2007. Although many aspects of this plan are successfully implemented, some deficits also are frequently pointed out by many professors and students. The purpose of this study was to recognize the deficits and weaknesses of the current curriculum.
Methods: This study was a qualitative descriptive type which was conducted based on semi-structured deep interview with open questions. The sample population of this research was composed of faculty members in Medical Ethics department of TUMS, students and graduates of PhD in Medical Ethics and also, the experts who worked on codification of the initial curriculum.
Results: Overall, eleven individuals were interviewed. In general, “Practical application”, “Feeling the Need”, “Professional Doctorate”, “Human Sciences”, “Paramedical”, “Possible”, “Impossible”, “Defining the Discipline Nature”, “Student Attraction”, “Professor”, “Training”, “Evaluation Procedure”, “Student Admission”, “Educational Content”, “Teaching Method”, :Student Evaluation”, and “Course Management” were the main themes.
Conclusion: With regard to the deficiencies in Medical Ethics training and also, the problems identified through interviews, it seems that a great deal of problems are possible to solve if Medical Ethics is considered an interdisciplinary field instead a monodisciplinary one. One of the main purposes in interdisciplinary fields is investigating, analyzing and introducing measures for issues and problems that cannot be known and solved by a single discipline.
Methods: This study was a qualitative descriptive type which was conducted based on semi-structured deep interview with open questions. The sample population of this research was composed of faculty members in Medical Ethics department of TUMS, students and graduates of PhD in Medical Ethics and also, the experts who worked on codification of the initial curriculum.
Results: Overall, eleven individuals were interviewed. In general, “Practical application”, “Feeling the Need”, “Professional Doctorate”, “Human Sciences”, “Paramedical”, “Possible”, “Impossible”, “Defining the Discipline Nature”, “Student Attraction”, “Professor”, “Training”, “Evaluation Procedure”, “Student Admission”, “Educational Content”, “Teaching Method”, :Student Evaluation”, and “Course Management” were the main themes.
Conclusion: With regard to the deficiencies in Medical Ethics training and also, the problems identified through interviews, it seems that a great deal of problems are possible to solve if Medical Ethics is considered an interdisciplinary field instead a monodisciplinary one. One of the main purposes in interdisciplinary fields is investigating, analyzing and introducing measures for issues and problems that cannot be known and solved by a single discipline.
نوع مطالعه: Original Article |
دریافت: 1398/5/30 | پذیرش: 1399/7/27 | انتشار: 1401/3/11
دریافت: 1398/5/30 | پذیرش: 1399/7/27 | انتشار: 1401/3/11
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