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dc.contributor.advisorMoodley, K.en_ZA
dc.contributor.authorHeyns, Louisen_ZA
dc.contributor.otherStellenbosch University. Faculty of Health Sciences. Centre for Health Sciences Education.en_ZA
dc.date.accessioned2011-11-28T11:53:12Zen_ZA
dc.date.accessioned2011-12-05T13:15:29Z
dc.date.available2011-11-28T11:53:12Zen_ZA
dc.date.available2011-12-05T13:15:29Z
dc.date.issued2011-12en_ZA
dc.identifier.urihttp://hdl.handle.net/10019.1/17963
dc.descriptionThesis (MPhil)--Stellenbosch University, 2011.en_ZA
dc.description.abstractENGLISH 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.abstractAFRIKAANSE OPSOMMING: Geen opsommingen_ZA
dc.format.extent23 p.
dc.language.isoen_ZAen_ZA
dc.publisherStellenbosch : Stellenbosch Universityen_ZA
dc.subjectMedical studentsen_ZA
dc.subjectEthics -- Study and teachingen_ZA
dc.subjectProfessionalism -- Study and teachingen_ZA
dc.subjectStellenbosch University. Faculty of Health Sciencesen_ZA
dc.subjectMedical educationen_ZA
dc.subjectHospital ward roundsen_ZA
dc.subjectDissertations -- Health sciences educationen_ZA
dc.subjectTheses -- Health sciences education
dc.titleUndergraduate 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.typeThesis
dc.rights.holderStellenbosch University


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