How we developed a bioethics theme in an undergraduate medical curriculum.
The 5-year undergraduate medical curriculum at Aga Khan University integrates basic sciences with clinical and community health sciences. Multimodal strategies of teaching and learning, with an emphasis on problem-based learning, are utilized to equip students with knowledge, skills, behaviours, att...
| Publicado en: | Medical Teacher Vol. 33; no. 12; pp. 974 - 978 |
|---|---|
| Autores principales: | , , , , , , |
| Formato: | tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Dec2011
|
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104625320&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 104625320 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 0142159X MCH jtl: Medical Teacher issn: 0142159X maglogo: Y pubinfo: dt: Dec2011 vid: 33 iid: 12 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 104625320 70165529 10.3109/0142159X.2011.588890 NLM22225434 104625320 ppf: 974 ppct: 4 formats: tig: atl: How we developed a bioethics theme in an undergraduate medical curriculum. aug: au: Ghias, Kulsoom Ali, Syeda Kauser Khan, Kausar S. Khan, Robyna Khan, Murad M. Farooqui, Arshi Nayani, Parvez sug: subj: Education, Medical Pakistan Problem-Based Learning Curriculum Development Behavioral Objectives Ethics, Medical Education Teaching Methods Pakistan Decision Making, Ethical Course Content Learning Environment ab: The 5-year undergraduate medical curriculum at Aga Khan University integrates basic sciences with clinical and community health sciences. Multimodal strategies of teaching and learning, with an emphasis on problem-based learning, are utilized to equip students with knowledge, skills, behaviours, attitudes and values necessary for a high-calibre medical graduate. Bioethics teaching was introduced in the medical curriculum in 1988 and has since undergone several changes. In 2009, a multidisciplinary voluntary group began review of undergraduate bioethics teaching and invested over 350 man-hours in curricular revision. This involved formulating terminal objectives, delineating specific objectives and identifying instructional methodologies and assessment strategies appropriate for the contents of each objective. Innovative strategies were specially devised to work within the time constraints of the existing medical curriculum and importantly, to increase student interest and engagement. The new bioethics curriculum is designed to be comprehensive and robust, and strives to develop graduates who, in addition to being technically skilled and competent, are well-versed in the history and philosophy of ethics and bioethics and are ethical in their thinking and practice, especially in the context of a developing country like Pakistan where health indicators are among the worst in the region, and clinical practices are not effectively regulated to ensure quality of care. pubtype: Academic Journal doctype: tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|