title: Teaching medical ethics: problem-based learning or small group discussion?
abstract: Lecture is the most common teaching method used in ethics education, while problem-based learning (PBL) and small group discussion (SGD) have been introduced as more useful methods. This study compared these methods in teaching medical ethics. Twenty students (12 female and 8 male) were randomly assigned into two groups. The PBL method was used in one group, and the other group was taught using the SGD method. Twenty-five open-ended questions were used for assessment and at the end of the course, a course evaluation sheet was used to obtain the students' views about the advantages and disadvantages of each teaching method, their level of satisfaction with the course, their interest in attending the sessions, and their opinions regarding the effect of teaching ethics on students' behaviors. The mean score in the PBL group (16.04 ± 1.84) was higher than the SGD group (15.48 ± 2.01). The satisfaction rates in the two groups were 3.00 ± 0.47 and 2.78 ± 0.83 respectively. These differences were not statistically significant. Since the mean score and satisfaction rate in the PBL group were higher than the SGD group, the PBL method is recommended for ethics education whenever possible.
authors.affiliation: Medical Ethics Department, Qom University of Medical Sciences, Qom, Iran;
authors.forename: Akram
authors.initials: A
authors.lastname: Heidari
authors.forename: Seyyed-Hassan
authors.initials: SH
authors.lastname: Adeli
authors.forename: Sadegh-Ali
authors.initials: SA
authors.lastname: Taziki
authors.forename: Valliollahe
authors.initials: V
authors.lastname: Akbari
authors.forename: Mohammad-Reza
authors.initials: MR
authors.lastname: Ghadir
authors.forename: Seyyed-Majid
authors.initials: SM
authors.lastname: Moosavi-Movahhed
authors.forename: Roghayyeh
authors.initials: R
authors.lastname: Ahangari
authors.forename: Parvaneh
authors.initials: P
authors.lastname: Sadeghi-Moghaddam
authors.forename: Mohammad-Rahim
authors.initials: MR
authors.lastname: Mirzaee
authors.forename: Vahid
authors.initials: V
authors.lastname: Damanpak-Moghaddam
keywords: Medical education; Medical ethics; Problem-based learning; Small group discussion
references.citation: J Med Ethics. 2010 Oct;36(10):614-9
references.pmid: 20797979
references.citation: J Med Ethics. 2007 Nov;33(11):673-7
references.pmid: 17971474
references.citation: Med Teach. 2007 Mar;29(2-3):284
references.pmid: 17701650
references.citation: J Med Ethics. 2012 Aug;38(8):501-5
references.pmid: 22535252
references.citation: J Med Ethics. 2007 Aug;33(8):491-5
references.pmid: 17664312
references.citation: J Med Ethics. 1995 Oct;21(5):305-10
references.pmid: 8558546
references.citation: WMJ. 2006 Jun;105(4):18-20
references.pmid: 16878654
references.citation: J Med Ethics. 2004 Oct;30(5):487-9
references.pmid: 15467084
references.citation: J Med Ethics. 1997 Oct;23(5):315-8
references.pmid: 9358353
references.citation: Arch Dis Child. 2005 Mar;90(3):275-8
references.pmid: 15723917
references.citation: Educ Health (Abingdon). 2010 Nov;23(3):330
references.pmid: 21157702
references.citation: J Forensic Leg Med. 2011 Jul;18(5):204-7
references.pmid: 21663867
references.citation: Korean J Med Educ. 2009 Sep;21(3):243-57
references.pmid: 25813313
references.citation: J Med Ethics. 2006 Mar;32(3):181-5
references.pmid: 16507668
references.citation: J Family Community Med. 2010 Jan;17(1):41-5
references.pmid: 22022670
references.citation: East Mediterr Health J. 2005 Sep-Nov;11(5-6):1061-72
references.pmid: 16761678
references.citation: J Med Ethics. 2007 Jul;33(7):418-22
references.pmid: 17601871