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History of Western Philosophy. The principle of necessity, qa'idat al dharurat, allows waiving normal practices like informed consent to protect life. The principle of intention, qa'idat al yaqeen, requires that all intervention and research must be based on evidence as much as is possible in an emergency.
The principle of injury, qa'idat al dharar, requires minimizing harm while maximizing benefits in emergency procedures, protection of privacy and confidentiality. Abdul is a year-old Muslim Lebanese man who was involved in a road traffic collision 2 days ago and has suffered a severe head injury. He was admitted, intubated and ventilated, to ICU with fixed and dilated pupils.
CT showed a massive intracerebral bleed. He has been declared brain dead following being tested on two separate occasions. Rajiv, a Hindu and Indian national with a two-year history of chronic renal disease has been maintained on regular hemodialysis. He is on the waiting list for a suitable kidney donor. Students ranked from their preferred teaching style with 1 being their most preferred and 4 their least preferred. Follow us:. MedEdPublish Podcasts:.taipregorreac.tk
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Podcasts will be coming soon. New education method or tool. Open Access. Institution: 1. Keywords: simulation-based medical education; medical ethics; scenarios.
Introduction Medical ethics is a fundamental component and an essential facet of healthcare. The study qualified for exemption from review under the following categories: Research conducted in established or commonly accepted educational settings, involving normal educational practices Research involving the use of educational tests This was confirmed by Professor Essa Kazim, Chairman of the MBRU-IRB. Tables 1. Students 2. Take Home Messages Take Home Messages: SBME has a role in the teaching of medical ethics to undergraduate medical students The teaching of medical ethics has no single best mode of delivery Medical ethics should be introduced early into the medical curriculum SBME enhances the theory taught in lectures and tutorials.
Acknowledgements Not applicable. Outcomes for Graduates. Islamic Medical Ethics: A Primer. Appendices Table 1. Just let me be Mr. The Ward Round The medical student is invited to join on the ward round by the senior doctor. The Kidney Donation Sara wishes to donate a kidney to her father who is suffering from a life-threatening kidney disease. Declarations There are no conflicts of interest. Twitter: hh The authors have succinctly laid out both the literature and setting context. It also appears that the course has been well-run.
In fact, it appears to be merely a graphical representation of the raw data given in Table 4. I can see that the researchers would like to know about the impact of using online learning systems, but it really should not have been done in this way. So, while the authors have demonstrated a thorough knowledge of the topic and its complexities, and appear to have run a good course, they have done themselves a disservice by gathering very little data, and then have not presented the data very well.
This is unfortunately, as I believe that a more comprehensive evaluation and careful presentation could have made a much stronger paper. It is interesting to see a research paper on simulation-based learning in teaching medical ethics. I agree with the authors that we need to have Medical Ethics in the early part of the curriculum and Ethics should be taught and integrated vertically and horizontally across the courses.
The other thing that I liked about this paper is the detailed description of the importance of teaching Medical Ethics in the undergraduate curriculum and regulatory body requirements. I also liked the description of various teaching methods in Medical Ethics including lectures, tutorials, case-based discussions, and simulation-based learning. I am very much interested in simulation-based learning as I am currently using simulation-based learning in clinical skills teaching.
Simulation-based learning works for many programs even though the literature and evidence for simulation-based learning are inconclusive.
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The advantages of simulation-based learning are it can be conducted in the safe and controlled environment and it can be very useful in the first few years of the curriculum where there is no availability for patient exposure to students. But the disadvantages are it requires a lot of infrastructure and resources and it may not be feasible in the low-resource settings. I agree with Professor Gibbs comment as this study looks like level 1 Kirkpatrick evaluation. At least authors could have looked at the measurements of learning students' performance on assessments and behavior of the students.
And also the numbers in the table 4 look to me as absolute numbers rather than percentages. This paper is useful for faculty members involved in teaching Medical Ethics and clinical skills. The study consisted of application of different scenarios between medical students and standardized patients, debriefings and the cohort. In the paper method of study was presented detailedly in a text format.
Professionalism in Medicine by John Spandorfer (ebook)
I felt like the reader can get a bit lost since the method includes several debriefs, simulations and questionnaires. The study also includes scenarios that address ethics in the context of Islam. This is a nice paper to read if you are a medical student interested in using simulations as a method to teach social issues and ethics in medicine.
The study sets a simple example on how can simulations can be implemented to teach ethics and how the students react to this method. It is a good place to start. I feel that this paper attempts to address some important issues in the teaching and learning of medical ethics and focusses appropriately on active and integrated learning within junior medical students. I don't agree with the authors that this is a unique approach, I am sure that there are many examples of similar activities if researched. I was equally not surprised at the results, given that this was classical Level 1 Kirkpatrick evaluation- hence I am not sure that this papers adds very much to present day understanding of the ethics teaching - unless I think that the authors are considering following up these students as they progress through clinical work.
It would have been interesting to hear about any conflicts that the students raised- it appeared that they were working towards a "right answer" and how these conflicts were resolved within the individual and within the group, and how the answers might change with different race, religion and country.. View Replies 1. Views Average Rating 2. Recommended Not Yet. Share, cite and download. Email to a Friend. Version History.
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Version 1 18 January Take Home Messages. Notes On Contributors. SBME has a role in the teaching of medical ethics to undergraduate medical students. The teaching of medical ethics has no single best mode of delivery. Medical ethics should be introduced early into the medical curriculum. SBME enhances the theory taught in lectures and tutorials. Table 1. The student peer review rating tool. Table 2. Part A: Introduction to Medical Ethics. Learning objectives for the introduction session.
Clinical Scenarios. Scenario theme. Ethical Principles addressed.
Related Professionalism in Medicine: A Case-Based Guide for Medical Students
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