Abstract:



Introduction:

Increased attention to professional medical ethics has led to an increase in the importance of the content of medical ethics course. In order to effectively teach this course, taking advantage of corresponding teachers plays a dominant role. This study was carried out with the aim of determining medical ethics teachers' perspective about the priority of the issues of this course at Shiraz and Jahrom Universities of Medical Sciences in 2012.

 Materials and Methods:

This study was a descriptive and cross sectional study conducted at Shiraz and jahrom universities of medical sciences in 2012. The studied population consisted of teachers of medical ethics at the two above-mentioned universities. Sampling was done in a census way and all medical ethics teachers at Shiraz and jahrom medical sciences universities, reaching 22 people, entered the study. The research tool was a researcher-made questionnaire that its validity was approved by 5 experts and its reliability was determined about 74% by Cronbach's alpha. . Data were entered into the software and analyzed in a descriptive statistics level.

Results:

In order, bad news with a mean score of 4.8, physician - patient relationship with a mean score of 4.7, abuse cases in treatment with a mean score of 4.4, physicians' and patients' rights with a mean score of 4.4 had the highest scores, while simulation with a mean score of 3.1, research ethics with a mean score of 3.1, ethics in animals' nests with a mean score of 3.5 had the lowest scores.

Conclusion:

The most important issues in the medical ethics course included the patient-physician relationship, relating bad news and fundamental communicative skills. Some of the topics such as simulation and ethics in animals' nests were of less importance.