Perceived comfort level of medical students and residents in handling clinical ethics issues
Background Studies have shown that medical students and residents believe that their ethics preparation has been inadequate for handling ethical conflicts. The objective of this study was to determine the self-perceived comfort level of medical students and residents in confronting clinical ethics i...
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| Veröffentlicht in: | Journal of medical ethics 2013-01, Vol.39 (1), p.55-58 |
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| creator | Silverman, Henry J Dagenais, Julien Gordon-Lipkin, Eliza Caputo, Laura Christian, Matthew W Maidment, Bert W Binstock, Anna Oyalowo, Akinbowale Moni, Malini |
| description | Background Studies have shown that medical students and residents believe that their ethics preparation has been inadequate for handling ethical conflicts. The objective of this study was to determine the self-perceived comfort level of medical students and residents in confronting clinical ethics issues. Methods Clinical medical students and residents at the University of Maryland School of Medicine completed a web-based survey between September 2009 and February 2010. The survey consisted of a demographic section, questions regarding the respondents’ sense of comfort in handling a variety of clinical ethics issues, and a set of knowledge-type questions in ethics. Results Survey respondents included 129 medical students (response rate of 40.7%) and 207 residents (response rate of 52.7%). There were only a few clinical ethics issues with which more than 70% of the respondents felt comfortable in addressing. Only a slight majority (60.8%) felt prepared, in general, to handle clinical situations involving ethics issues, and only 44.1% and 53.2% agreed that medical school and residency training, respectively, helped prepare them to handle such issues. Prior ethics training was not associated with these responses, but there was an association between the level of training (medical students vs residents) and the comfort level with many of the clinical ethics issues. Conclusions Medical educators should include ethics educational methods within the context of real-time exposure to medical ethics dilemmas experienced by physicians-in-training. |
| doi_str_mv | 10.1136/medethics-2011-100300 |
| format | Article |
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The objective of this study was to determine the self-perceived comfort level of medical students and residents in confronting clinical ethics issues. Methods Clinical medical students and residents at the University of Maryland School of Medicine completed a web-based survey between September 2009 and February 2010. The survey consisted of a demographic section, questions regarding the respondents’ sense of comfort in handling a variety of clinical ethics issues, and a set of knowledge-type questions in ethics. Results Survey respondents included 129 medical students (response rate of 40.7%) and 207 residents (response rate of 52.7%). There were only a few clinical ethics issues with which more than 70% of the respondents felt comfortable in addressing. Only a slight majority (60.8%) felt prepared, in general, to handle clinical situations involving ethics issues, and only 44.1% and 53.2% agreed that medical school and residency training, respectively, helped prepare them to handle such issues. Prior ethics training was not associated with these responses, but there was an association between the level of training (medical students vs residents) and the comfort level with many of the clinical ethics issues. Conclusions Medical educators should include ethics educational methods within the context of real-time exposure to medical ethics dilemmas experienced by physicians-in-training.</description><identifier>ISSN: 0306-6800</identifier><identifier>EISSN: 1473-4257</identifier><identifier>DOI: 10.1136/medethics-2011-100300</identifier><identifier>PMID: 23065491</identifier><identifier>CODEN: JMETDR</identifier><language>eng</language><publisher>England: BMJ Publishing Group Ltd and Institute of Medical Ethics</publisher><subject>Adult ; Beliefs, opinions and attitudes ; Bioethical Issues ; Bioethics ; Brief report ; Clinical Ethics ; Colleges & universities ; Confounding Factors (Epidemiology) ; Core curriculum ; Cross-Sectional Studies ; Curricula ; Curriculum - standards ; Education ; Education for Health Care Professionals ; Environmental ethics ; Ethical dilemmas ; Ethical instruction ; Ethics, Medical ; Female ; Gender ; Hospitals ; Humans ; Internship and Residency - ethics ; Internship and Residency - methods ; Internship and Residency - standards ; Internship and Residency - statistics & numerical data ; Male ; Maryland ; Medical education ; Medical ethics ; Medical residencies ; Medical schools ; Medical students ; Medicine ; Physician-Patient Relations - ethics ; Physicians ; Polls & surveys ; Professional ethics ; Residents (Medicine) ; Response rates ; Scientific ethics ; Self perception ; Social Perception ; Students ; Students, Medical - psychology ; Students, Medical - statistics & numerical data ; Surveys ; Surveys and Questionnaires ; Teaching</subject><ispartof>Journal of medical ethics, 2013-01, Vol.39 (1), p.55-58</ispartof><rights>Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions</rights><rights>2013 BMJ Publishing Group Ltd and the Institute of Medical Ethics</rights><rights>Copyright: 2012 Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-b476t-ead7210f19de43381651c150012506e09f916826efa4c0572bcdd57ae55f87d93</citedby></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://jme.bmj.com/content/39/1/55.full.pdf$$EPDF$$P50$$Gbmj$$H</linktopdf><linktohtml>$$Uhttps://jme.bmj.com/content/39/1/55.full$$EHTML$$P50$$Gbmj$$H</linktohtml><link.rule.ids>114,115,314,780,784,803,3187,23562,27915,27916,58008,58241,77361,77392</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/23065491$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Silverman, Henry J</creatorcontrib><creatorcontrib>Dagenais, Julien</creatorcontrib><creatorcontrib>Gordon-Lipkin, Eliza</creatorcontrib><creatorcontrib>Caputo, Laura</creatorcontrib><creatorcontrib>Christian, Matthew W</creatorcontrib><creatorcontrib>Maidment, Bert W</creatorcontrib><creatorcontrib>Binstock, Anna</creatorcontrib><creatorcontrib>Oyalowo, Akinbowale</creatorcontrib><creatorcontrib>Moni, Malini</creatorcontrib><title>Perceived comfort level of medical students and residents in handling clinical ethics issues</title><title>Journal of medical ethics</title><addtitle>J Med Ethics</addtitle><description>Background Studies have shown that medical students and residents believe that their ethics preparation has been inadequate for handling ethical conflicts. The objective of this study was to determine the self-perceived comfort level of medical students and residents in confronting clinical ethics issues. Methods Clinical medical students and residents at the University of Maryland School of Medicine completed a web-based survey between September 2009 and February 2010. The survey consisted of a demographic section, questions regarding the respondents’ sense of comfort in handling a variety of clinical ethics issues, and a set of knowledge-type questions in ethics. Results Survey respondents included 129 medical students (response rate of 40.7%) and 207 residents (response rate of 52.7%). There were only a few clinical ethics issues with which more than 70% of the respondents felt comfortable in addressing. Only a slight majority (60.8%) felt prepared, in general, to handle clinical situations involving ethics issues, and only 44.1% and 53.2% agreed that medical school and residency training, respectively, helped prepare them to handle such issues. Prior ethics training was not associated with these responses, but there was an association between the level of training (medical students vs residents) and the comfort level with many of the clinical ethics issues. Conclusions Medical educators should include ethics educational methods within the context of real-time exposure to medical ethics dilemmas experienced by physicians-in-training.</description><subject>Adult</subject><subject>Beliefs, opinions and attitudes</subject><subject>Bioethical Issues</subject><subject>Bioethics</subject><subject>Brief report</subject><subject>Clinical Ethics</subject><subject>Colleges & universities</subject><subject>Confounding Factors (Epidemiology)</subject><subject>Core curriculum</subject><subject>Cross-Sectional Studies</subject><subject>Curricula</subject><subject>Curriculum - standards</subject><subject>Education</subject><subject>Education for Health Care Professionals</subject><subject>Environmental ethics</subject><subject>Ethical dilemmas</subject><subject>Ethical instruction</subject><subject>Ethics, Medical</subject><subject>Female</subject><subject>Gender</subject><subject>Hospitals</subject><subject>Humans</subject><subject>Internship and Residency - ethics</subject><subject>Internship and Residency - methods</subject><subject>Internship and Residency - standards</subject><subject>Internship and Residency - statistics & numerical data</subject><subject>Male</subject><subject>Maryland</subject><subject>Medical education</subject><subject>Medical ethics</subject><subject>Medical residencies</subject><subject>Medical schools</subject><subject>Medical students</subject><subject>Medicine</subject><subject>Physician-Patient Relations - ethics</subject><subject>Physicians</subject><subject>Polls & surveys</subject><subject>Professional ethics</subject><subject>Residents (Medicine)</subject><subject>Response rates</subject><subject>Scientific ethics</subject><subject>Self perception</subject><subject>Social Perception</subject><subject>Students</subject><subject>Students, Medical - psychology</subject><subject>Students, Medical - statistics & numerical data</subject><subject>Surveys</subject><subject>Surveys and Questionnaires</subject><subject>Teaching</subject><issn>0306-6800</issn><issn>1473-4257</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2013</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>8G5</sourceid><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AVQMV</sourceid><sourceid>AZQEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><sourceid>GUQSH</sourceid><sourceid>K50</sourceid><sourceid>M1D</sourceid><sourceid>M2O</sourceid><recordid>eNqNkU9v1DAQxS0EokvhIxRF4sIlMP4fH8sKCmJFOZSekCyvM9l6SeLWTir67XFJWSRO-GDL837jefIj5ITCG0q5ejtgi9NV8LlmQGlNATjAI7KiQvNaMKkfk1UpqVo1AEfkWc57KIs15ik5YkWQwtAV-f4Vk8dwi23l49DFNFU93mJfxa4qI4J3fZWnucVxypUb2yphDsstjNVVqfRh3FW-7L_ZxVMVcp4xPydPOtdnfPFwHpNvH95frD_Wm_OzT-vTTb0VWk01ulYzCh01LQrOG6ok9VQCUCZBIZjOUNUwhZ0THqRmW9-2UjuUsmt0a_gxeb28e53iTZk72SFkj33vRoxztpQJMMCN1AV99Q-6j3MaiztLdUPBCMFFoeqF2rkebRh9HCf8OfnY97hDW8yvz-0pp5Irw0xTeLnwPsWcE3b2OoXBpTtLwd7HZQ9x2fu47BJX6Xv54GbeFuLQ9SefApwswD5PMR10wVn5D8n_Gg25GDzoLv2wSnMt7ZfLtRWfQV7ydxd2U3hY-O2w_0-PvwCbl7lk</recordid><startdate>201301</startdate><enddate>201301</enddate><creator>Silverman, Henry J</creator><creator>Dagenais, Julien</creator><creator>Gordon-Lipkin, Eliza</creator><creator>Caputo, Laura</creator><creator>Christian, Matthew W</creator><creator>Maidment, Bert W</creator><creator>Binstock, Anna</creator><creator>Oyalowo, Akinbowale</creator><creator>Moni, Malini</creator><general>BMJ Publishing Group Ltd and Institute of Medical Ethics</general><general>BMJ Publishing Group</general><general>BMJ Publishing Group Ltd</general><general>BMJ Publishing Group LTD</general><scope>BSCLL</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>3V.</scope><scope>7RV</scope><scope>7X7</scope><scope>7XB</scope><scope>88E</scope><scope>88I</scope><scope>88J</scope><scope>8AF</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>8G5</scope><scope>AABKS</scope><scope>ABSDQ</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>AVQMV</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>BTHHO</scope><scope>CCPQU</scope><scope>DWQXO</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>GNUQQ</scope><scope>GUQSH</scope><scope>HCIFZ</scope><scope>K50</scope><scope>K9.</scope><scope>KB0</scope><scope>M0S</scope><scope>M1D</scope><scope>M1P</scope><scope>M2O</scope><scope>M2P</scope><scope>M2R</scope><scope>MBDVC</scope><scope>NAPCQ</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>Q9U</scope><scope>7X8</scope></search><sort><creationdate>201301</creationdate><title>Perceived comfort level of medical students and residents in handling clinical ethics issues</title><author>Silverman, Henry J ; Dagenais, Julien ; Gordon-Lipkin, Eliza ; Caputo, Laura ; Christian, Matthew W ; Maidment, Bert W ; Binstock, Anna ; Oyalowo, Akinbowale ; Moni, Malini</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-b476t-ead7210f19de43381651c150012506e09f916826efa4c0572bcdd57ae55f87d93</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2013</creationdate><topic>Adult</topic><topic>Beliefs, opinions and attitudes</topic><topic>Bioethical Issues</topic><topic>Bioethics</topic><topic>Brief report</topic><topic>Clinical Ethics</topic><topic>Colleges & universities</topic><topic>Confounding Factors (Epidemiology)</topic><topic>Core curriculum</topic><topic>Cross-Sectional Studies</topic><topic>Curricula</topic><topic>Curriculum - standards</topic><topic>Education</topic><topic>Education for Health Care Professionals</topic><topic>Environmental ethics</topic><topic>Ethical dilemmas</topic><topic>Ethical instruction</topic><topic>Ethics, Medical</topic><topic>Female</topic><topic>Gender</topic><topic>Hospitals</topic><topic>Humans</topic><topic>Internship and Residency - ethics</topic><topic>Internship and Residency - methods</topic><topic>Internship and Residency - standards</topic><topic>Internship and Residency - statistics & numerical data</topic><topic>Male</topic><topic>Maryland</topic><topic>Medical education</topic><topic>Medical ethics</topic><topic>Medical residencies</topic><topic>Medical schools</topic><topic>Medical students</topic><topic>Medicine</topic><topic>Physician-Patient Relations - ethics</topic><topic>Physicians</topic><topic>Polls & surveys</topic><topic>Professional ethics</topic><topic>Residents (Medicine)</topic><topic>Response rates</topic><topic>Scientific ethics</topic><topic>Self perception</topic><topic>Social Perception</topic><topic>Students</topic><topic>Students, Medical - psychology</topic><topic>Students, Medical - statistics & numerical data</topic><topic>Surveys</topic><topic>Surveys and Questionnaires</topic><topic>Teaching</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Silverman, Henry J</creatorcontrib><creatorcontrib>Dagenais, Julien</creatorcontrib><creatorcontrib>Gordon-Lipkin, Eliza</creatorcontrib><creatorcontrib>Caputo, Laura</creatorcontrib><creatorcontrib>Christian, Matthew W</creatorcontrib><creatorcontrib>Maidment, Bert W</creatorcontrib><creatorcontrib>Binstock, Anna</creatorcontrib><creatorcontrib>Oyalowo, Akinbowale</creatorcontrib><creatorcontrib>Moni, Malini</creatorcontrib><collection>Istex</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>ProQuest Central (Corporate)</collection><collection>Nursing & Allied Health Database</collection><collection>Health & Medical Collection</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Medical Database (Alumni Edition)</collection><collection>Science Database (Alumni Edition)</collection><collection>Social Science Database (Alumni Edition)</collection><collection>STEM Database</collection><collection>Hospital Premium Collection</collection><collection>Hospital Premium Collection (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>Research Library (Alumni Edition)</collection><collection>Philosophy Collection</collection><collection>Philosophy Database</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>Social Science Premium Collection</collection><collection>Arts Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>BMJ Journals</collection><collection>ProQuest One Community College</collection><collection>ProQuest Central Korea</collection><collection>Health Research Premium Collection</collection><collection>Health Research Premium Collection (Alumni)</collection><collection>ProQuest Central Student</collection><collection>Research Library Prep</collection><collection>SciTech Premium Collection</collection><collection>Art, Design & Architecture Collection</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>Nursing & Allied Health Database (Alumni Edition)</collection><collection>Health & Medical Collection (Alumni Edition)</collection><collection>Arts & Humanities Database</collection><collection>Medical Database</collection><collection>Research Library</collection><collection>Science Database</collection><collection>Social Science Database</collection><collection>Research Library (Corporate)</collection><collection>Nursing & Allied Health Premium</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>ProQuest Central Basic</collection><collection>MEDLINE - Academic</collection><jtitle>Journal of medical ethics</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Silverman, Henry J</au><au>Dagenais, Julien</au><au>Gordon-Lipkin, Eliza</au><au>Caputo, Laura</au><au>Christian, Matthew W</au><au>Maidment, Bert W</au><au>Binstock, Anna</au><au>Oyalowo, Akinbowale</au><au>Moni, Malini</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Perceived comfort level of medical students and residents in handling clinical ethics issues</atitle><jtitle>Journal of medical ethics</jtitle><addtitle>J Med Ethics</addtitle><date>2013-01</date><risdate>2013</risdate><volume>39</volume><issue>1</issue><spage>55</spage><epage>58</epage><pages>55-58</pages><issn>0306-6800</issn><eissn>1473-4257</eissn><coden>JMETDR</coden><abstract>Background Studies have shown that medical students and residents believe that their ethics preparation has been inadequate for handling ethical conflicts. The objective of this study was to determine the self-perceived comfort level of medical students and residents in confronting clinical ethics issues. Methods Clinical medical students and residents at the University of Maryland School of Medicine completed a web-based survey between September 2009 and February 2010. The survey consisted of a demographic section, questions regarding the respondents’ sense of comfort in handling a variety of clinical ethics issues, and a set of knowledge-type questions in ethics. Results Survey respondents included 129 medical students (response rate of 40.7%) and 207 residents (response rate of 52.7%). There were only a few clinical ethics issues with which more than 70% of the respondents felt comfortable in addressing. Only a slight majority (60.8%) felt prepared, in general, to handle clinical situations involving ethics issues, and only 44.1% and 53.2% agreed that medical school and residency training, respectively, helped prepare them to handle such issues. Prior ethics training was not associated with these responses, but there was an association between the level of training (medical students vs residents) and the comfort level with many of the clinical ethics issues. Conclusions Medical educators should include ethics educational methods within the context of real-time exposure to medical ethics dilemmas experienced by physicians-in-training.</abstract><cop>England</cop><pub>BMJ Publishing Group Ltd and Institute of Medical Ethics</pub><pmid>23065491</pmid><doi>10.1136/medethics-2011-100300</doi><tpages>4</tpages></addata></record> |
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| subjects | Adult Beliefs, opinions and attitudes Bioethical Issues Bioethics Brief report Clinical Ethics Colleges & universities Confounding Factors (Epidemiology) Core curriculum Cross-Sectional Studies Curricula Curriculum - standards Education Education for Health Care Professionals Environmental ethics Ethical dilemmas Ethical instruction Ethics, Medical Female Gender Hospitals Humans Internship and Residency - ethics Internship and Residency - methods Internship and Residency - standards Internship and Residency - statistics & numerical data Male Maryland Medical education Medical ethics Medical residencies Medical schools Medical students Medicine Physician-Patient Relations - ethics Physicians Polls & surveys Professional ethics Residents (Medicine) Response rates Scientific ethics Self perception Social Perception Students Students, Medical - psychology Students, Medical - statistics & numerical data Surveys Surveys and Questionnaires Teaching |
| title | Perceived comfort level of medical students and residents in handling clinical ethics issues |
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