Exploring moral competence regression: a narrative approach in medical ethics education for medical students

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11130%2F24%3A10481847" target="_blank" >RIV/00216208:11130/24:10481847 - isvavai.cz</a>

Nalezeny alternativní kódy

RIV/00216208:11110/24:10481847 RIV/00064203:_____/24:10481847 RIV/61989592:15210/24:73625312 RIV/61989592:15110/24:73625312

Výsledek na webu

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=WsG9Y3YPil" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=WsG9Y3YPil</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1186/s12910-024-01073-5" target="_blank" >10.1186/s12910-024-01073-5</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Exploring moral competence regression: a narrative approach in medical ethics education for medical students

Popis výsledku v původním jazyce

Background Studies from different countries report a stagnation or regression of moral competence in medical students between the first and the last year of their studies, and the value of various educational interventions remains uncertain. Methods We used Moral Competence Test (MCT) to measure C-scores of moral competence to determine the change in the MCT C-scores between the first- and the fifth-year medical students from two medical schools in the Czech Republic in the academic year 2022/2023 and to analyze factors associated with the C-scores (observational study). In addition, for the first-year students, we compared the results of the MCT before and after an intervention in medical ethics curriculum (interventional study). We used a cross-sectional and descriptive design for the observational study. Students completed the MCT, consisting of two moral dilemmas (Worker&lt;acute accent&gt;s Dilemma and Doctor&lt;acute accent&gt;s Dilemma), the results measured by the C-score, which represents moral competence. Results In total, 685 students participated in the observational study. Objective 1: based on the analysis of the C-score, we observed a decrease in moral competence between the first and the fifth-year medical students (p &lt; .001). Objective 2: we did not observe a statistically significant effect of gender (p = .278), or self-rated religiosity (p = .163). Objective 3: in the interventional study, 440 students participated in the pretest and 422 students participated in the posttest. The test of statistical significance found no improvement in students&apos; moral competence after the intervention (p = .253). Conclusion Medical students show a regression in moral competence during medical education; it was lower in medical students in their fifth year, compared to the first-year medical students without the effect of gender, or self-rated religiosity. Although educational intervention consisting of multiple tools of medical ethics teaching (PBL, CBL, KMDD and StorED) did not lead to increase in moral competence, the longitudinal effect of such intervention remains to be seen.

Název v anglickém jazyce

Exploring moral competence regression: a narrative approach in medical ethics education for medical students

Popis výsledku anglicky

Background Studies from different countries report a stagnation or regression of moral competence in medical students between the first and the last year of their studies, and the value of various educational interventions remains uncertain. Methods We used Moral Competence Test (MCT) to measure C-scores of moral competence to determine the change in the MCT C-scores between the first- and the fifth-year medical students from two medical schools in the Czech Republic in the academic year 2022/2023 and to analyze factors associated with the C-scores (observational study). In addition, for the first-year students, we compared the results of the MCT before and after an intervention in medical ethics curriculum (interventional study). We used a cross-sectional and descriptive design for the observational study. Students completed the MCT, consisting of two moral dilemmas (Worker&lt;acute accent&gt;s Dilemma and Doctor&lt;acute accent&gt;s Dilemma), the results measured by the C-score, which represents moral competence. Results In total, 685 students participated in the observational study. Objective 1: based on the analysis of the C-score, we observed a decrease in moral competence between the first and the fifth-year medical students (p &lt; .001). Objective 2: we did not observe a statistically significant effect of gender (p = .278), or self-rated religiosity (p = .163). Objective 3: in the interventional study, 440 students participated in the pretest and 422 students participated in the posttest. The test of statistical significance found no improvement in students&apos; moral competence after the intervention (p = .253). Conclusion Medical students show a regression in moral competence during medical education; it was lower in medical students in their fifth year, compared to the first-year medical students without the effect of gender, or self-rated religiosity. Although educational intervention consisting of multiple tools of medical ethics teaching (PBL, CBL, KMDD and StorED) did not lead to increase in moral competence, the longitudinal effect of such intervention remains to be seen.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

30311 - Medical ethics

Projekt

<a href="/cs/project/TL05000114" target="_blank" >TL05000114: Zvyšování morální kompetence v medicíně</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2024

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

BMC Medical Ethics

ISSN

1472-6939

e-ISSN

1472-6939

Svazek periodika

25

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

10

Strana od-do

73

Kód UT WoS článku

001252377800001

EID výsledku v databázi Scopus

2-s2.0-85196391085