Knowledge and Performance of Professional Ethics among the Clinical Professors
Background and Aim: Clinical professors as practical models have a significant role in teaching professional behavior to medical students. This study aimed to determine the level of awareness and observance of professional ethics in physicians of hospitals affiliated to Ardabil University of Medical Sciences.
Materials and Methods: In a descriptive cross-sectional study, 50 clinical professors working in hospitals affiliated to the Ardabil University of Medical Sciences were selected through self-assessment sampling. David Music's questionnaire was presented to professors after confirmation of validity and reliability. The collected data were analyzed using descriptive and analytical statistics using statistical software.
Findings: The average level of knowledge and ability of physicians in different departments about professional ethics indicators was excellent in 91.7%, acceptable in 8% and 0.3% in the unacceptable level and the rate of application of professional ethics indicators by physicians in the Clinical environments were considered in 90.84%, excellent, in 8.7% were acceptable and in 0.46% unacceptable.
Ethical Considerations: After obtaining permission from the University's Ethics Committee, by expressing the research objectives for the participants, oral informed consent was obtained and information collected without mentioning the name.
Conclusion: The results of this study showed that in assessing by self-assessment method, the knowledge and application of professional ethics indexes among the professors of the different departments were optimal. However, effective educational and cultural interventions are required in some areas such as leadership skills, organizational and managerial skills, and the ability to initiate and innovate in delivering treatment to different patients.
Cite this article as: Edalatkhah H, Sadeghieh Ahari S, Azadkhani M, Karimollahi M. Knowledge and Performance of Professional Ethics among the Clinical Professors. Med Ethics J 2020; 14(45): e4.
Karamporian A, Imani B, Torkzaban P. The Attitude of Faculty Members towards Professional Ethics at Hamadan University, School of Dentistry. J Reasearch Iin Dent Sci 2013; 10(1 (35)): 43-51. Available at: https://www.sid.ir/En/Journal/ViewPaper.aspx?ID=325131.
Behjat A. 1nd ed SIAU of S 2006. professional ethics. 1nd ed. Shiraz: Islamic Azad University; 2006.
Chadwick R. Ethics and the professions. J Value Inq 1994; 28(3): 481-484. Available at: http://www.link. springer.com/10.1007/BF01079510.
Yamani N, Liaghatdar MJ, Changiz T, Adibi P. How Do Medical Students Learn Professionalism During Clinical Education? A Qualitative Study of Faculty Members’ and Interns’ Experiences. Iran J Med Educ 2010; 9(4): 382-389.
Jones AR, Winslade WJ-ES. Clinical ethics: A practical approach to ethical decisions in teaching and learning in higher education. London: Rutledge Press; 2001. p.70-76.
Lawrence C, Becker B, Charlotte BR. Encyclopedia of Ethics. Rutledge Press; 2001. p.70-76.
Robins LS, Braddock CH, Fryer-Edwards KA. Using the American Board of Internal Medicine’s “elements of professionalism” for undergraduate ethics education. Acad Med 2002; 77(6): 523-531.
Hicks LK, Lin Y, Robertson DW, Robinson DL, Woodrow SI. Understanding the clinical dilemmas that shape medical students’ ethical development: Questionnaire survey and focus group study. Br Med J 2001; 322(7288): 709-710.
Davis DA, Mazmanian PE, Fordis M, Van Harrison R, Thorpe KE, Perrier L. Accuracy of Physician Self-assessment Compared With Observed Measures of Competence. JAMA 2006; 296(9): 1094-1102. Available at: http://www.jama.jamanetwork.com/ article.aspx?doi=10.1001/jama.296.9.1094.
Asghari F, Mirzazadeh A, Samadi A, Safa AN, Jafarian A, Farahani AV, et al. Reform in medical ethics curriculum: A step by step approach based on available resources. J Med Ethics Hist Med 2011; 4: 8-16. Available at: http://www.ncbi.nlm. nih.gov/pubmed/23908750.
Ekmekçi PE. Medical Ethics Education in Turkey; State of Play and Challenges. Int online J Educ Teach 2016; 3(1): 54-63. Available at: http://www.ncbi.nlm. nih.gov/pubmed/27213100.
Azmand S, Ebrahimi S, Iman M, Asemani O. Learning professionalism through hidden curriculum: Iranian medical students’ perspective. J Med ethics Hist Med 2018; 9(11): 10-21. Available at: http://www.ncbi.nlm.nih.gov/pubmed/31346387.
Ashktorab T, Mohammadi E, Abedi H, Zarea K, Karimi Z. Resources of learning through hidden curriculum: Iranian nursing students′ perspective. J Educ Health Promot 2015; 4(1): 57-62. Available at: http://www.ncbi.nlm.nih.gov/pubmed/26430684.
Shooshtarizade S, Yousefy A, Keshtiarai N. Is Professionalism Teachable in Medical Education? A Literature Review. Iran J Med Educ 2018; 18(0): 269-281. Available at: http://www.ijme.mui.ac.ir/article-1-4285-en.html.
Shahini N, Sanagoo A, Jouybari L. Communication Skills and Professionalism: The Self-Assessment of Golestan University of Medical Sciences’ Students. Futur Med Educ J 2012; 2(3): 3-6.
Ahadi T, Mianehsaz E, Raissi G, Moraveji SA, Sharifi V. Professionalism in residents of physical medicine and rehabilitation in Iran. J Med Ethics Hist Med 2015; 8: 3-8.
Musick DW, McDowell SM, Clark N, Salcido R. Pilot study of a 360-degree assessment instrument for physical medicine & rehabilitation residency programs. Am J Phys Med Rehabil 2003; 82(5): 394-402. Available at: http://www.ncbi.nlm.nih.gov/pubmed/ 12704281.
Bazrafkan L, Amini M, Lotfi F, Jalali Z. Professionalism among clinical faculty in Shiraz medical school by self assessment. Hormozgan Med J 2012; 16(5): 387-394.
Haeri S, Mehdipoor N. Investigating the self-assessment and professional ethics of faculty members of Shiraz faculty of medicine in 2011-2012. J Med Educ Dev 2014; 9(13): 722.
Shiraz B, Shamim MS, Shamim MS, Ahmed A. Medical ethics in surgical wards: knowledge, attitude and practice of surgical team members in Karachi. Indian J Med Ethics 2005; 2(3): 94-96.
Nayak PP, Raju VK, Nanjundaiah V, Lakshmikantha R, Nayak SS, Kshetrimayum N. Ethical conventions: A study on dental practitioner’s knowledge and practice of ethics in their line of work in bangalore, India. J Clin Diagnostic Res 2016; 10(8): ZC84-ZC87.
Hafferty FW, Franks R. The hidden curriculum, ethics teaching, and the structure of medical education. Acad Med 1994; 69(11): 861-871.
Badi Peymaei Jahromi Z, Parandavar N, Vasmehjani AA, Koshkaki AR. Perspective of students about professional ethics compliance of clinical instructors in Jahrom University of Medical Sciences. J Educ Ethics Nurs 2014; 3(2): 55-62.
Alaei M, Jalilian N, Pournajaf A, Azami A-MF. Comparative study of the students’ self-assessment and evaluation of professors’ training performance in Ilam University of Medical Sciences. J Ilam Univ Med Sci 2011; 18(4): 50-55.
Jafari H, Vahid Shahi K, Kosaryan M-MM. Comparison between the results of academic staff self assessment and those made by the students, Faculty of Medicine, Mazandaran University of Medical Sciences, 2006. J Maz Univ Med Sci 2007; 17(57): 67-74.
Hariharan S, Jonnalagadda R, Walrond E, Moseley H. Knowledge, attitudes and practice of healthcare ethics and law among doctors and nurses in Barbados. BMC Med Ethics 2006; 7: 1-9.
Bazrafkan L, Nabeiei P, Shokrpour N, Moadab N. Medical ethics as practiced by students, nurses and faculty members in Shiraz University of Medical Sciences. J Adv Med Educ Prof 2015; 3(1): 33-38. Available at: http://www.ncbi.nlm.nih.gov/pubmed/ 25587553.
Based on the obtained author agreement upon submission, "Medical Ethics Journal" is the copyright owner of the published material. However, according to Bethesda Statement, all works published in this journal are open access and freely available to anyone on the journal web site without cost under CC BY-NC 4.0. Based on this license, under the condition of proper citation, “Medical Ethics Journal” grants to all users the following rights:
1. Free, irrevocable, worldwide, perpetual access to all published materials.
2. To copy, use, distribute, transmit and display the work.
3. To make and distribute derivative works in any digital medium for any non-commercial purpose under the same license.