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Mock ethics consultations for teaching ethics in Pakistan
Author(s) -
Khizar Bushra,
Iqbal Mobeen
Publication year - 2009
Publication title -
medical education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.776
H-Index - 138
eISSN - 1365-2923
pISSN - 0308-0110
DOI - 10.1111/j.1365-2923.2009.03316.x
Subject(s) - bioethics , ethical dilemma , dilemma , context (archaeology) , curriculum , interview , medical education , moral dilemma , psychology , medicine , engineering ethics , pedagogy , sociology , political science , social psychology , paleontology , philosophy , epistemology , anthropology , law , biology , engineering
during the OSCE. Feedback from the intervention group was collected at the end of the post-rotation OSCE. Evaluation of results and impact There was significant improvement in the trained students’ post-rotation MCQ scores (P < 0.0001), overall OSCE score (P < 0.0001), and the four focus areas of OSCE stations: general communication skills (P < 0.0001); counselling on hypertension (P < 0.0001); counselling on adherence to medications (P < 0.0001), and negotiating a management plan (P = 0.01). The postrotation MCQ and overall OSCE scores were significantly higher in the intervention group than in the controls (P < 0.0001 and P < 0.0001, respectively). The students’ feedback clearly indicated strong support for incorporating these workshops into other disciplines, as well as focusing on additional disease entities, and for introducing them early in the training and involving faculty and residents from other departments. Students also reported deficiencies in the communication styles of their consultants and residents. Faculty and residents who participated in these workshops reported improvements in their interaction with patients using the acquired skills. These results provide convincing evidence for the inclusion of formal instruction in communication skills in the school’s curriculum and for faculty development in this area.