Undergraduate teaching and assessment needs in ethics and professionalism on clinical ward rounds involving medical students, Faculty of Health Sciences, Stellenbosch University (SU) : a nonexperimental descriptive study.

SUNScholar Research Repository

Show simple item record

dc.contributor.advisor Moodley, K. en_ZA
dc.contributor.author Heyns, Louis en_ZA
dc.contributor.other Stellenbosch University. Faculty of Health Sciences. Centre for Health Sciences Education. en_ZA
dc.date.accessioned 2011-11-28T11:53:12Z en_ZA
dc.date.accessioned 2011-12-05T13:15:29Z
dc.date.available 2011-11-28T11:53:12Z en_ZA
dc.date.available 2011-12-05T13:15:29Z
dc.date.issued 2011-12 en_ZA
dc.identifier.uri http://hdl.handle.net/10019.1/17963
dc.description Thesis (MPhil)--Stellenbosch University, 2011. en_ZA
dc.description.abstract ENGLISH ABSTRACT: Background: The theoretical / cognitive component of ethics and professionalism teaching to undergraduate medical students at Stellenbosch University (SU) is well developed, but a concern exists about the need for teaching and assessment of clinical ethics and professionalism on ward rounds. Some teaching does take place during clinical rotations in the form of role modelling as part of the hidden curriculum. Opportunities should be created for explicit teaching of ethics and professionalism beyond the hidden curriculum. Assessment of the cognitive component of ethical and professionalism occurs, but assessment of clinical ethics and professionalism during clinical rotations remains a challenge. Methods: This was a non-experimental study and included three subgroups of undergraduate medical students in their clinical years as well as a random sample of educators involved in clinical training. Questionnaires were distributed to the students and educators. This was followed by focus group interviews among the students. Results: A majority of the students (88%) had indicated that they had experienced ethical and professional dilemmas while working in the wards or during ward rounds. The main dilemmas revolved around inadequate consent processes, lack of confidentiality and privacy, disrespect for patients, poor communication and students being expected to perform tasks they were not trained for. An average of 64% of students indicated that ethical and professional issues were not discussed during the clinical rotations in hospitals. Seventy-eight percent of students indicated that they did not feel free to discuss their own feelings or beliefs on ward rounds. All of the educators felt that there was a need for increased teaching and assessment of the medical students during their clinical rotations. Conclusions: Deliberate opportunities need to be created for teaching ethics and professionalism on clinical ward rounds. This could be a shared responsibility between the clinical departments with continuous input throughout the clinical years of study. Strong institutional support and commitment are necessary to make the teaching sustainable and successful. Structured opportunities need to be developed where students can discuss ethical and professional issues in a safe environment. Further research is needed for the development of an appropriate curriculum and assessment tools. en_ZA
dc.description.abstract AFRIKAANSE OPSOMMING: Geen opsomming en_ZA
dc.format.extent 23 p.
dc.language.iso en_ZA en_ZA
dc.publisher Stellenbosch : Stellenbosch University en_ZA
dc.subject Medical students en_ZA
dc.subject Ethics -- Study and teaching en_ZA
dc.subject Professionalism -- Study and teaching en_ZA
dc.subject Stellenbosch University. Faculty of Health Sciences en_ZA
dc.subject Medical education en_ZA
dc.subject Hospital ward rounds en_ZA
dc.subject Dissertations -- Health sciences education en_ZA
dc.subject Theses -- Health sciences education
dc.title Undergraduate teaching and assessment needs in ethics and professionalism on clinical ward rounds involving medical students, Faculty of Health Sciences, Stellenbosch University (SU) : a nonexperimental descriptive study. en_ZA
dc.type Thesis
dc.rights.holder Stellenbosch University


Files in this item

This item appears in the following Collection(s)

Show simple item record