Abstract
Literature points to the existent diversity in medical graduate coursesâ curriculums, reinforcing the need to systematise and deepen more studies in this area with the aim of qualifying the formation of our future professionals. This study aims to understand the methods used in the teaching of Bioethics in medical graduation worldwide. It was characterised as an integrative review and the databases used were Pubmed, Scopus and Web of Science. In total 2993 articles were identified and 72 met the pre-selected criteria and were included in the review. The characteristics of teaching bioethics that stood out the most in the analysis were: teaching still very heterogeneous between different universities, use of various methodologies in the process of teaching/learning, teaching disconnected from the medical practice of students showing the need to integrate the curriculum with clinical practice and challenges of teaching-learning process. Most of the studies in this review lead us to understand that there is still no minimum parameters on the ideal method to teach bioethics, suggesting that it may affect the feeling of unpreparedness felt by students in face of ethical issues in clinical practice, despite the theoretical basis acquired.
Highlights
The ethical training received by healthcare professionals, especially physicians, varies considerably according to academic institutions
It is important to highlight the emergence of new medical ethics in the form of a set of major principles that guide the application of clinical practice and human-subjects research, which, as such, serve to support the resolution of ethical conflicts
The countries that contributed the most publications on the subject were the United States (US) with 27.27% followed by the United Kingdom (UK) with 19.48%
Summary
The ethical training received by healthcare professionals, especially physicians, varies considerably according to academic institutions. In stark contrast to the other academic aspects of medical education, ethics has no standardized curriculum to stipulate subject matter, workload, timing, or assessment practices let alone universal minimum requirements to guide its implementation[1]. The authors could only find three studies published in three different decades that documented a stagnation in the number of specific subjects for medical ethics, low workload and the reduced number of teachers exclusively dedicated to the discipline. The concept of bioethics as a scientific discipline emerged in the 1970s through Van Potter’s seminal writings and, within the healthcare field, it defines and defends over time the values considered essential in a pluralist, multicultural society to resolve the ethical dilemmas of daily life[3]. In modern society, for a consensus on the ethical principles fundamental at a cross-cultural level[4]
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