Thesis (MPhil)--Stellenbosch University, 2011. / 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. / AFRIKAANSE OPSOMMING: Geen opsomming
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/17963 |
| Date | 12 1900 |
| Creators | Heyns, Louis |
| Contributors | Moodley, K., Stellenbosch University. Faculty of Health Sciences. Centre for Health Sciences Education. |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | en_ZA |
| Detected Language | English |
| Type | Thesis |
| Format | 23 p. |
| Rights | Stellenbosch University |
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