Education and Ethics In Nursing ISSN: 2322-5300

Students' experiences of comprehensive ethics education based on case study method and combined learning approach of qualitative study in the genre of phenomenology

https://doi.org/10.22034/ethic.2021.700718
Volume 10, 3-4
January 2030
Pages 42-48
Education and Ethics In Nursing ISSN: 2322-5300

Authors

Atefeh Karamzadeh 1
Leila Bazrafkan 2
Leili Mosalanejad 3
Mehdi Daspak 4

1 Master student of Medical Education, Education Development Center, Shiraz University of Medical Sciences, Shiraz, Iran

2 Assistant Professor, Department of Medical Education, Medical Education Development Center, Shiraz University of Medical Sciences, Shiraz, Iran

3 Associate Professor, Department of Medical Education, Virtual Education Center, Jahrom University of Medical Sciences, Jahrom, Iran

4 Assistant professor of Foreign Language Department, Jahrom University of Medical Sciences, Jahrom, Iran

Abstract
Introduction: The lack of a uniform and agreed program in medical ethics education has led to the neglect of many
essential features to provide an effective medical ethics course. The role of the students in self-assessment and the construction of the knowledge they need is necessary through methods that enable rethinking performance. Therefore, this study aimed to investigate the students' experiences of comprehensive ethics education based on a case study method and the combined learning approach in a phenomenological study.
Materials & Methods: In this qualitative study with a phenomenological approach, 70 medical students participated in the physiopathology course who had passed the medical ethics course. The data collection tool was a semi-structured interview in the individual and focus groups on students' experiences of the intervention and its impact on learning. All writings were considered as units of analysis, including: semantic units, codes, subtopics and then themes were extracted so that the accuracy and robustness of the data was done using the criteria proposed by Lincoln and Guba.
Results: Students have listed their experiences in teaching ethics as a comprehensive student-centered education
in 8 sub-areas and 3 areas. Areas included: 1- Applied training with sub-domain (content application level, training in practice, training load), 2- Challenging training (contradiction in practice, challenge of ambiguity), 3- Contradiction in practice (role models, objective training, real experience).
Conclusion: The present study results showed that this method of education in practice could provide the basis for
examining the challenges of medical ethics and resolving ethical contradictions in the clinical environment in students' minds. Therefore, using this method in teaching medical ethics is felt and recommended.

Keywords

Medical Education
Medical Ethics
Active Learning
Blended Learning
Flex Model
Case- Based Study
Professionalism
Phenomenology
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