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Korean J Med Educ > Volume 20(1); 2008 > Article
Korean Journal of Medical Education 2008;20(1): 73-82. doi: https://doi.org/10.3946/kjme.2008.20.1.73
의료윤리교육의 효과 평가
김성수1, 박병규2, 장철훈3, 김해규4, 강신영5,6, 백승완4
1부산대학교 의학전문대학원 인문사회의학교실
2부산대학교 의학전문대학원 재활의학교실
3부산대학교 의학전문대학원 진단검사의학교실
4부산대학교 의학전문대학원 마취통증의학교실
5부산대학교 의학전문대학원 의학교육실
6BK21 고급의료인력양성사업단
Assessing the Effectiveness of Medical Ethics Education
Sung Soo Kim1, Byung Kyu Park2, Chulhun L. Chang3, Hae Kyu Kim4, Shin Young Kang5,6, Seong Wan Baik4
1Department of Social Studies of Medicine, Pusan National University School of Medicine, Busan, Korea.
2Department of Rehabilitation Medicine, Pusan National University School of Medicine, Busan, Korea.
3Department of Laboratory Medicine, Pusan National University School of Medicine, Busan, Korea.
4Department of Anesthesia and Pain Medicine, Pusan National University School of Medicine, Busan, Korea.
5Medical Education Unit, Pusan National University School of Medicine, Busan, Korea.
6BK21 Medical Science Education Center, Pusan National University School of Medicine, Busan, Korea.
Corresponding Author: Shin Young Kang ,Tel: 051)240-7740, Fax: 051)254-1931, Email: tigerkss@pnu.edu, wanghubab@pnu.edu
ABSTRACT
PURPOSE: The purpose of this study is to evaluate the effectiveness of a medical ethics course taught in medical school by examining the students' abilities to identify medical ethics issues, the applicability of a medical ethics course, and self-efficacy. METHODS: 366 subjects were recruited from three different groups (medical students, interns, and residents) who had completed a medical ethics course. Data were collected using a 20-item questionnaire. Analysis was done with a SPSS statistics program. RESULTS: Of the three groups, the students scored the highest in identifying medical ethics issues. When asked how often they see medical ethics issues in real medical situations (students were asked how often they would expect to see these ethical issues in medical settings), the students responded with the highest number, followed by the interns. The residents responded with the lowest number. Regarding the applicability of the medical ethics course, while students believed the course was highly useful and applicable to real medical settings, interns and residents did not agree. The participants' self-efficacy and satisfaction were generally low. The majority of all three groups thought that medical ethics education should be more practical and that it should be taught during internship as well as during residency. CONCLUSION: Our findings suggest two important directions for medical ethics education. First, the current medical ethics curriculum should be offered during both internship and residency. Second, the content should focus more on actual clinical scenarios ('clinical ethics') than theoretical principles.
Keywords: Medical Ethics Education;Medical Ethics Curriculum
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