Bioethics Education Research Articles

Recursos fílmicos e ensino da bioética nas ciências do movimento humano

Abstract This descriptive-exploratory study conducted with graduates from the Graduate Program in Human Movement Sciences at the Santa Catarina State University sought to understand the meanings of using movies in bioethics teaching and to identify motion pictures with bioethical themes related to exercise and health in the human movement sciences. Data were collected using semi-structured interviews and investigated by content analysis. A priori categories were based on the objectives. The participants’ answers generated the a posteriori subcategories, organized as follows: contributions to bioethics learning for the Graduate Program in Human Movement Sciences and professional life; and perceptions about using motion pictures as a pedagogical resource, including suggestions of movies and themes specific to the course. Movie resources with related themes make learning more meaningful and pleasurable, bringing the students’ professional realities closer to the bioethical content, facilitating such learning.

Bioethics and adolescents: a comparative analysis of student views and knowledge regarding biomedical ethics

The rapid pace of scientific advancements has given rise to various ethical issues, emphasizing the importance of learning about bioethics at a young age. However, bioethics education often begins at the undergraduate level or beyond. Consequently, current literature assesses the perceptions of bioethical issues among university students. This pilot study assesses perceptions on relevant bioethical issues among high school students from the United States of America and Pakistan. A cross-sectional study design using an online quantitative survey was utilized to collect data using non-probability convenience sampling. The questionnaire collected demographic information, and attitudes of students towards ethical issues surrounding social media use and patient rights on a 7-point Likert scale. Data was analyzed using Statistical Package for Social Sciences (SPSS) through descriptive and inferential statistics. One hundred and seventy-seven respondents returned the survey, with 75 from Pakistan. 80% of the respondents were females. While 85% of respondents believed that bioethics is an important field of study for adolescents, 86% also felt a lack in bioethics outreach and education. 69% reported having a social media account. While there was no statistically significant difference between perceptions of students from the two countries regarding ethical concerns surrounding social media, a statistically significant difference (p < 0.05) was observed regarding perceptions of adolescents from these two countries with respect to rights of minors. The survey findings indicate that adolescents demonstrate awareness of bioethical issues and thereby issues relevant to their context require integration into the mainstream curricula at the high school level.

Development of a Curriculum for Certificate Ethics Courses in Kenya

The teaching of bioethics in higher education institutions allows for best practices to be encouraged. The ever-changing scientific fields, multidisciplinary nature, and increasing technological advancements raise numerous ethical challenges. A needs assessment was undertaken to inform the implementation of certificate courses in bioethics in Kenya. The aim was to understand the perceptions of the need for capacity building in bioethics in Kenya and to suggest relevant topics for inclusion in bioethics certificate courses. We also sought to determine the mode of delivery of such training. Data collection was done through a questionnaire administered via an online survey (SurveyMonkey). The target audience was stakeholders from Institutional Ethics Review Committees (IERCs), Research Institutions, Universities, and Hospitals totalling 106. The survey was voluntary. Data analysis was done via SurveyMonkey. Respondents indicated support for training in bioethics, were enthusiastic about wanting to be trained and provided input as to what should be included. Research ethics and public health ethics were deemed to be areas needing training. Other topics suggested included clinical ethics, work / organisational ethics, gender roles and obligations, and professionalism. The preferred delivery of the training was a hybrid, that is, inclusive of both in-person and distant learning. The overall response rate to the survey was, however, poor. There is interest in the pursuit of bioethics training at institutions of higher learning in Kenya. This information was used to develop courses that are currently being implemented by the CBEC-KEMRI Bioethics Training Initiative (CK-BTI), a collaboration between institutions in Pakistan and Kenya.

The outcomes of a mobile just-in-time-learning intervention for teaching bioethics in Pakistan

IntroductionThe study aimed to test the effectiveness and the feasibility of a mobile just-in-time-learning (m-JiTL) approach for teaching bioethics at a university in Pakistan. Over four months, a mobile app (EthAKUL) was used to enhance ethical reasoning among practising nurses, trainee physicians, and medical and nursing students utilising the m-JiTL approach. Participants used EthAKUL to access bioethics modules and participate in asynchronous discussions.MethodsA mixed methods design was adopted. Pre- and post-knowledge tests were used to assess changes in participants' knowledge of bioethics concepts, while pre- and post-surveys were used to assess changes in participants' attitudes towards m-learning. After the intervention, focus group discussions with the participants were held. Analysis of the discussion posts and meeting notes was conducted.ResultsThe learners had a favourable attitude toward using mobile devices for learning purposes at the start of the intervention, and the score remained positive afterwards. Bioethics knowledge test scores improved at the end of the intervention, with medical students experiencing the greatest improvement. However, because of the high drop-out rate and lack of participation after the initial phase, it is unclear whether the increase in score or positive attitude is the result of the intervention, making it difficult to draw firm conclusions about the intervention's success.ConclusionsEthAKUL is the first of its kind app for teaching bioethics, and the study has offered important insights into adopting new pedagogies and technologies for bioethics teaching. It has also identified issues with the design of the app and m-JiTL pedagogy that must be addressed before curriculum-wide adoption.

Educar para a bioética: desafio em enfermagem

Abstract Educating for bioethics is a challenge today. This challenge is even greater when we think of the teaching of bioethics to nursing students, who will perform a profession that has as its maximum target the care of other people. Because it is a profession that implies the relationship with the other and the provision of humanized and appropriate care to each situation, it is important to develop teaching tools that promote not only technical improvement and knowledge of how to do a task, but also the development of moral, personal and professional skills that lead to excellent health care. This article presents a reflection on the teaching of bioethics and its relationship with the development of moral competence of nursing students, suggesting some strategies that enhance the teaching of bioethics and the education of increasingly competent nurses.

Bioethics and Civic Education in a Post-Roe America.

This essay explores how bioethics as a field, rather than as a collection of individual efforts by bioethicists working within it, can inform deliberation on matters of bioethical import that, for better or worse, are in the hands of civic processes. It is motivated by the repeal of a constitutional protection of abortion access in the Supreme Court Dobbs v. Jackson Women's Health Organization decision, which effectively returned abortion regulations to states rather than setting a baseline federal protection of abortion access up to fetal viability. Given the outsized role of local legislators in shaping health-care policy through legislation, about abortion as well as other health topics, the author proposes foundational bioethical education for legislators and considers two potential models for such education: one that operates on a clinical ethics consultation model, and one that mirrors bioethical coursework taught in traditional academic settings but modified for a legislator audience. Although both models present notable challenges requiring further conceptualization and problem-solving, overcoming these hurdles would enable bioethics to provide a service to civic learning and placemaking that would complement advocacy or lobbying efforts by individual bioethicists.

Bioethics in brazilian dentistry undergraduate courses

A literature review was conducted with the objective of evaluating the insertion and teaching of bioethics in Brazilian dentistry undergraduate courses, after the publication of the National Curriculum Guidelines of 2002. Twelve articles were selected from the Pubmed, Scielo and Lilacs databases, published between 2002 and 2020. The results showed that many colleges had not yet inserted the discipline of bioethics in their syllabus, in some of those they had inserted, teaching was predominantly theoretical and disjointed from the other disciplines. It was also evidenced that, in institutions where active methodologies were associated with the teaching of bioethics, the results were more positive. It is concluded that the insertion of bioethics can contribute to the ethical and humanistic formation of the students, and more recent studies on the subject are necessary.

대학생의 태아와 낙태에 대한 인식유형 연구

This study intended to investigate college students’ subjective perception types of fetus and abortion. To this end, it used 31 statements related to fetus and abortion, and forty participants classified the statements. The Q Classification identified the undergraduate students’ perception of fetus and abortion into four types. &lt;Type 1&gt; ‘a type of pregnant woman priority over the fetus’ prioritizes the life of a pregnant woman and her right to make decisions on an abortion. &lt;Type 2&gt;‘fetal-first type - the human fetus that needs to be protected over women’ perception type means that It is a perception that the right to life should be protected because ‘the fetus is a growing human being’. &lt;Type 3&gt; is the ‘Circumstances Priority - allowing abortion in case of unavoidable circumstances’ type, and it is the opinion that abortion can be performed according to realistic circumstances or reasons. &lt;Type 4&gt; is ‘an abortion prevention type - prevention of side effects caused by compulsive childbirth’ and childbirth in an unprepared state as a parent was recognized as having another risk of side effects. Based on the results of the study, the necessity of activities for sex education, Bioethics Education, and establishing a system to support child rearing of unmarried parents was suggested for the establishment of right values for sex among college students. It is expected that the results of this study can be used as basic data for finding ways to prevent abortion in the future despite the limitation on the number of data collection subjects and regional limitations caused by using the Q methodology.

간호전문직과 인격주의 생명윤리

The purpose of this study is to examine the relationship between nursing professions and personalist bioethics. This was conducted to prepare basic data for education to expand the nursing ethics, which is the core competency of nursing professions. The relationship between nursing professions and personalist bioethics can be explained in two aspects. The first is a high connection from a philosophical point of view of humans, and the second is that personalist bioethics can present standards to overcome the limitations of the bio-medical ethics principles. The former means that humans should be respected on the premise of dignity in the entire process from the beginning to the end of human life, and that humans are a single existence in which physicality and spirituality are inseparable and beyond the sum of simple parts. In addition, the latter means that the principle of physical life protection that human right to life takes precedence over any other right can provide a standard for ethical decision-making related to human bioethics. In the future, it is proposed to develop, verify, and expand the effectiveness of the personalist bioethics education program so that personalist bioethics can be actively experienced in the field of nursing ethics.

Global Bioethics in the Post-Coronavirus Era: A Discussion with Roberto Andorno

A discussion with Roberto Andorno about global bioethics and biolaw, the Coronavirus pandemic, and its impact on human dignity and rights. Can we foresee the emerging new profile of global bioethics and biolaw in the post-Coronavirus era? How significant are they going to be in the future, after the enormous pressure that the Coronavirus pandemic has exercised on key political, legal, and ethical values? Must the voice of bioethicists -compared to the ‘hard’ scientific data- be louder in the future concerning decisions about emergency social and medical measures? Is there a hope that public empowerment will support robust, global public engagement and meaningful deliberation? How much does Roberto Andorno’s view on human dignity reveal a supposed commitment to moral realism? The massive deaths of elderly people living in hospices of Sweden, Spain, and Italy, based on an implicit ‘fair innings’ view, has recently posed certain questions on the moral unacceptability of such practices. The same questions arise in the case of the legalization of euthanasia grounded on the implicit acceptance of the view that life is not worth living under certain circumstances. Is it possible that the human rights bodies worldwide will acquire executive power, and how could this become possible? How influential the ‘precautionary principle’ can become regarding clinical and research ethics in the future? How urgent is the importance of the introduction of bioethical education in the curricula of ‘hard’ empirical studies? Roberto Andorno discusses with us all these controversial and under heated public debate issues, giving sometimes provocative answers.

Bioethical Education and Standardization of Sample Handling Procedures in Raman Spectroscopy Research Studies Involving Human Subjects

Novelty: Raman spectroscopy is extensively explored for the disease diagnostics in recent decade. There is limited literature available concerning the standardization of sample handling procedures in Raman spectroscopy research studies involving human subjects. In fact, the present study provided guidance for a harmonize data to conduct Raman spectroscopy research studies involving human subjects for better outcomes based on ethical principles. Objectives: Globally, multi-disciplinary research is conducted for better outcomes in the welfare of humankind. The present study was aimed to provide basic guidance of bioethical education for research students conducting research involving human subjects. Further, the present study was attempted to standardize sample handling procedure in Raman spectroscopy research involving human subjects for better outcomes in disease diagnosis. Materials and methods: We have provided bioethical recommendations based on fundamental ethics codes. The standardization of sample handling procedure was developed using human surgical samples of breast cancer patients. Findings: The researcher should justify the inclusion and exclusion criteria for biological samples to conduct the scientifically valid research study. Research studies involving biological samples shall develop research protocol for the preparation and handling of biological samples. The results of present study suggest that fresh clinically unprocessed tissue samples are superior to conduct research studies involving Raman spectroscopy for disease progression. In case the research is not concerned with positive net benefit for human participants with diagnosis of communicable diseases, the researcher shall exclude these patients from the research study. Informed consent, preferably in writing, has to be obtained from participants in a language in that participant comprehend. Conclusion: The present study described primary bioethical education and standardization techniques for research students to plan and conduct Raman spectroscopy research studies involving human biological materials. Keywords: Raman spectroscopy; Bioethics; Cancer; Diagnosis; Spectrum

Moving intensive onsite courses online: responding to COVID-19 educational disruption

From February 2020, the COVID-19 pandemic led to closures of educational institutions to reduce the spread of infectious disease. This forced the U.S. education system into a massive experiment with online education. Despite conducting online bioethics education for nearly twenty years, our bioethics program, a joint endeavor of Clarkson University and Icahn School of Medicine at Mount Sinai, was not immune to this disruption because our curriculum features intensive, one-week onsite courses. Even in the face of historic disruptions, it is vital to ensure minimal interruptions to teaching and assessing students to provide effective education. This paper reviews the steps we took to successfully convert the onsite components of our curriculum to a synchronous online format, and it focuses on how we preserved instruction and assessment of practical skills that comprise these courses’ core. It also explains how we fostered interactive classroom environments.

Bioethics Training: Report on the Experience of a Medical Bioethics’ Scholar in a Tertiary Referral Hospital in a Lowand Middle-Income Country

Skills in biomedical ethics are limited in the African health care systems. This significantly affects the bioethics discourse in the medical practice. The main reason for the paucity in knowledge and skills in bioethics is minimal or no training at all imparted to healthcare professionals. Where there is training, it is not well-structured like other courses in the training institutions. This report summarizes the status of bioethics training and outlines the implementation, processes, outcome and future outlook of a bioethics teaching project for masters in medicine residents (students) in a tertiary referral hospital in Africa. This project was part of postgraduate studies in biomedical ethics by a practicing physician. It entailed teaching bioethics to first year master’s in medicine residents (students). The teachings occurred in the author’s affiliated institution monthly for six-months. The topics covered were: general introduction to bioethics, ethical issues at end-of-life (EoL), informed consent, basics of research ethics, plagiarism and doctor-pharma interaction. These topics were selected due to their relevance to the residents in their practice and because they needed to undertake research studies to graduate from the masters training program. In addition, these basic bioethics training provided the residents with the foundation to develop knowledge geared towards improving skills in analyzing diverse areas in the contemporary bioethics’ environment such as end-of-life care (EoLC), human research ethics, doctor-pharmaceutical relationships while looking at them within the context of political, cultural, socio-economic, and environmental determinants.

Bioethics curriculum in medical schools in Portuguese-speaking countries

BackgroundA curriculum is a fundamental tool for educators, and teaching bioethics is fundamental to good medical practice. Studies report a lack of consensus on the teaching of bioethics in undergraduate medicine, and a critical issue is that there remain no minimum curricular parameters. This study performed an analysis between the bioethics curricula of the medical schools of Brazil and Portugal and UNESCO’s Core Curriculum, in addition to proposing key criteria for designing a core bioethics curriculum.MethodsThis is a cross-sectional, descriptive study that analyzes the bioethics curricula of the medical schools in Brazil and in Portugal. The design of the study includes a qualitative summative content analysis-based approach and a quantitative analysis by means of descriptive statistics.ResultsBioethics is taught in both Brazil and Portugal in a diversified way. The results showed that 65.5% of the medical schools analyzed provided at least the 30-h minimum workload recommended by the UNESCO Core Curriculum. Furthermore, bioethics sporadically offered at the end of the medical program in the vast majority of schools studied.ConclusionsThe most important points to take away from this study are the diversity of the curricular structure of bioethics courses and the lack of formalization of bioethics in the curricula of medical schools in Brazil and Portugal. Given the value of bioethics in clinical practice, we propose that medical schools in Portugal and Brazil update their curricula to encompass minimum criteria, which should be similar to one another and based on common sources, but which should also be tailored to each culture.

The Bioethical Discourse in the Development of a Musician-Performer

Involvement of a modern performer in the dialogue of concepts of recompense and biocentrism regulates its experimentation with bio and recorded music by awakening a sense of responsibility at the level of the epigenetic rule. Therefore, the purpose of this article is to substantiate a pedagogical model of bioethical education of a musician-performer - creation of a favourable environment to motivate them to comprehend the value of what serves as confirmation of God-like dignity of a person and the general weal for the glory of the Creator. The essence of the proposed pedagogical model is the concept of musical performance as a workroom of soul. Its leading idea is metaphorization of the intonated sense of emotional revelation as an anthropological discourse. Specifically, the basis of the proposed model appears the connectivism theory of metaphorical interpretation. The direction of such performative activity is determined by the strategy of creative clustering, which involves playing out of music scenarios of the value-based choice on the path to “creative innocence” or “the path of the heart”. The regulatory function in implementation of the mentioned strategy performs the methodology of pedagogical and metaphorical creativity. The technology of performative improvisation and the contextual approach to the game are factors in activating the mental resources of the musician-performer. The effectiveness of implementation of the proposed pedagogical model provides creation of a special event platform in the art laboratory.

The Cognitive Approach to Bioethical Issues in Perinatal Care in Greece.

Background and aim: Current practice in prenatal diagnosis becomes challenging with new bioethics issues emerging constantly during daily clinical routine. Although fetal interventions are driven by a motivation to improve the health of the fetus, progress in fetal therapies raises issues of maternal autonomy. The objective of this article is to assess bioethics in prenatal diagnosis in Greece as well as bioethics education.Methods: The study was conducted between October 2018 and December 2019. Two hundred and twenty eligible responders were involved in fetal and perinatal medicine in Greece. The questionnaire was developed as a Likert scale. Part 1 covered the participants' general opinion about bioethics. Part 2 covered ethical dilemmas likely to arise when routine screening presents a complicated result.Results: In the study, 92.3% of the participants considered that the branch of bioethics is necessary in medical practice. Regarding challenging bioethics issues, only 86% of the participants consider that the miscarriage risk should be discussed after an invasive procedure. Furthermore, it is not clear for responders whether informed consent is a medical or legal obligation (43% vs 33%) and whether information should be provided orally or written (49% vs 46%). Finally, 32% of healthcare practitioners declare that they are not fully aware of the law concerning the rights of the fetus.Conclusions: Although healthcare professionals acknowledge the distinct role of bioethics, mismanagement of ethical dilemmas reveals that under-graduate teaching of this discipline is not addressed effectively. Identifying the parameters that would improve the learning process would make a significant contribution in the routine clinical practice.

Factors Driving Pregnant Women’s Participation in Non-therapeautic Clinical Research in Tanzania: Qualitative Findings from Mwananyamala Regional Hospital, Dar-Es-Salaam Region

Background: Pregnant women’s participation in non-therapeutic clinical trials has gained global attention. However, the imposition of unnecessary harm to the fetuses because of their participation is questionable. This is proved by the historical tragedies that resulted from the use of diethylstilbestrol and thalidomide, which caused cancer among daughters of the treated women. Methods: The study was an exploratory qualitative facility-based conducted at Mwananyamala Regional Hospital in Kinondoni District, Dar-es-Salaam Region, Tanzania, among pregnant women who were enrolled in a clinical trial: “Adverse birth outcomes among mothers who received intermittent preventive treatment with Sulphadoxine- Pyrimethamine in the low malaria transmission region”. Data were collected through in-depth interviews and analyzed by thematic analysis with the aid of NVivo computer software. Findings: Several push and pull factors such as saving of the life of the fetus and the mother; delivery complications; the desire to contribute to maternal-fetal science; societal benefits; incentives; advice from medical professionals; free or voluntary participation, and therapeutic misconception influenced pregnant women to voluntarily participate in non-therapeutic clinical researches. Conclusion: The study findings show that saving of the life of the fetus and the mother, delivery complications, desire to contribute to maternal-fetal science, advice from medical professionals, and incentives were core factors for pregnant women’s participation in non-therapeutic clinical researches in Tanzania. Fetal harms and therapeutic misconceptions decelerate pregnant women’s rate to participate in non-therapeutic clinical researches hence bioethical education is highly needed in this aspect.

Meeting the challenge of teaching bioethics: a successful residency curricula utilizing Team-Based Learning

ABSTRACT: Background Despite recognition by both the Accreditation Council of Graduate Medical Education (ACGME) and the American Board of Paediatrics (ABP) of the importance of bioethics education, curricular crowding, lack of perceived significance, and insufficient administrative support remain significant barriers to trainees gaining competency in bioethics. Few bioethics curricula at the graduate medical education level are evidence-based or comprehensive. We sought to develop and assess the effectiveness of a Team Based Learning (TBL) curriculum in improving residents’ bioethics knowledge and their ability to evaluate ethical dilemmas. Methods We integrated L. Dee Fink’s curricular design principles of “Significant Learning,” Jonsen et. al’s “Four-Box Method” of ethical analysis, and ABP bioethics content specifications to create 10 TBL bioethics sessions. Paediatric residents at a major academic centre then completed a 3-year longitudinal, integrated TBL-based bioethics curriculum. Primary outcomes included individual and group readiness assessment tests (iRAT/gRAT), pre-work completion, and satisfaction with sessions. Results The TBL-based bioethics curriculum contains 10 adaptable modules. Paediatric residents (n = 348 total resident encounters) were highly engaged and satisfied with the curriculum. gRAT scores (mean 89%) demonstrated significant improvement compared to iRAT scores (72%) across all TBLs and all post-graduate years (p < .001). Higher gRAT scores correlated with higher level of training. Although pre-work completion was low (28%), satisfaction was high (4.42/5 on Likert scale). Conclusions Our TBL-based bioethics curriculum was effective in improving knowledge, practical and flexible in its implementation, and well-received. We attribute its success to its grounding in ethical theory, relevance to ABP specifications, and a multi-modal, engaging format. This curriculum is easily modified to different specialties, virtual formats, or other specific institutional needs. Key messages Despite formidable challenges to teaching bioethics in residency education, evidence-based methods such as Team-Based Learning (TBL) can be employed to increase knowledge and satisfaction. This study reports the first successful TBL bioethics curriculum, planned and executed longitudinally over 3 years, with paediatric residents at a large academic children’s hospital in the US. TBL can be utilised to teach bioethics at the graduate medical education level and is adaptable to different situational factors, disciplines, and levels of clinical experience.

Research Trends and Analyses of Bioethics Education

시대의 변화에 따라 생명 존중 사상이 사회적으로 중요하게 인식되었고 이에 대한 교육의 필요성 또한 중요한 문제로 제기되고 있다. 이에 본 연구에서는 학술지 분석을 통해 지난 10년 동안 생명윤리 교육에 대한 연구가 어떻게 이루어졌는가를 분석하고자 한다. 생명윤리 교육이란 초보적인 수준에서 생명윤리의 개념과 그에 관련된 여러 문제들을 이해하고 생명윤리에 대한 높은 감수성과 열정으로 그에 대처하는 능력과 실천 성향을 갖도록 하는 것이다. 생명윤리 교육과 관련된 연구 경향을 파악하기 위해 2011년부터 2021년까지 10년 동안 KCI에 게재된 연구논문 78편을 조사하여 분석하였다. 또한 박지영 외(2005)이 교육의 내용으로 세 가지로 분류한 방식으로 연구주제와 교육평가 부분을 같은 맥락으로 접근하여, 생명존중윤리. 생명의료윤리. 생명공학윤리 세부분으로 나누고 이를 세부항목으로 구분을 통해 어떤 계통을 다루고 있는지 향후 생명윤리 교육의 방향성에 대하여 도움을 주고자 하였다. 분석은 학문배경에 따라서 논문의 성격을 구분하고 연구방법을 통해 어떤 식으로 파악을 하려고 했는지 살펴보았다. 또한 대상자를 통해 교육이 누구에게 이루어지고 있는지 파악하고 연구주제를 통해 논문들이 구체적으로 무엇을 다루고 있는지 살펴보았다. 생명윤리 연구를 하면서 제일 많이 이루어지는 연구는 요인연구였다. 생명윤리적 판단을 할 때에 종교, 학교교육, 가정환경 등이 영향을 주었다고 조사되었다. 생명윤리 교육만으로 우리의 인식을 변화시키는 것을 기대하는 것에서 한발 더 나아가 사회적인 환경의 변화가 필요하다. 교육 대상자 분석을 보면 의사에 대한 생명윤리교육이 간호사에 비하여 너무 적게 이루어지고 있음을 알 수 있다. 연구주제 분석에서는 생명공학윤리 교육에 대한 연구가 거의 없다는 점을 확인하였다. 본 연구를 통해 생명윤리 교육의 필요성에 대한 인식은 꾸준히 이어오고 있지만 교육의 내용이나 교육 대상자에 대한 다양성은 아직 부족한 것으로 나타난다. 생명윤리의식은 사회적 분위기에 영향을 받고 그것이 온전하게 이루어지기 위해서 많은 대상자에게 활용할 수 있는 교육개발과 그 기회가 많아야 한다. 또한 약품 검증을 위한 인간 대상 연구도 많이 이루어지는 상황이므로 그에 대한 생명공학윤리 교육 연구도 필요하다고 본다.

Metodologías didácticas de bioética en el alumnado de fisioterapia. Revisión bibliográfica

Physiotherapy, as a health profession, has its own ethical perspective derived from its specific activities, with its particular ethical problems and dilemmas. It has been observed that there is a lack of bioethics content during university training for this degree. Based on this, the objective of this study is to find out the methodology of teaching ethics in physiotherapy. For this purpose, a bibliographic review is made in databases that include the teaching methodologies used in physiotherapy students. Six articles were included for analysis. The results obtained show variability in the methodologies, samples and assessment tools. Although similarities are found in terms of teaching in small groups, bioethics teaching and clinical practice are carried out at the same time and the use of clinical cases with qualitative analysis of the narrative generated by the students