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Research article
Muhammad Shahid Shamim
Dow University of Health Sciences
Corresponding Author
ORCiD: https://orcid.org/0000-0001-8738-5289
License:
This work is licensed under a CC BY 4.0 License. Read Full License
Background Delivery of medical ethics education is complex due to various reasons, compounded by the context-dependent nature of the content. The scarcity of relevant resources in the contexts of some developing countries adds a further layer of difficulty to ethics education in these contexts. We used a consultative approach with students, teachers and external experts to develop a practical approach to medical ethics education. This study aimed to develop and refine a contextually relevant approach to ethics education in the region of Saudi Arabia.
Methods The study utilised an explorative qualitative methodology to seek views of students and faculty of Rabigh Faculty of Medicine, Saudi Arabia, and international experts in the field of ethics and education to review and enhance a new ethics learning strategy which included a workbook-based tool. Three focus groups with 12 students, in-depth interviews with four faculty members and qualitative feedback from eleven external experts enabled the study participants to objectively critique the WBEL and provide feedback to enhance its quality. Thematic content analysis of the data was done to draw inferences which were used to refine the educational strategy.
Results The analysis generated twenty-one sub-themes within four main themes: design features, content, teaching methods and assessment. These findings helped to design the educational strategy to improve its effectiveness in the given context.
Conclusion The study drew on the views of students, faculty and external experts to systematically develop a novel approach to ethics education for countries like Saudi Arabia. It also demonstrated the use of the consultative approach for informing a culturally relevant educational strategy in the Middle East context.
Keywords
ethics, educational strategy, undergraduate medical education, workbook
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CURRENT STATUS: Published
View the published article at BMC Medical Education.
Version 2
Posted 19 Oct, 2020
No community comments so far
Editorial decision: Accept
On 02 Dec, 2020
Review #2 received
Received 29 Nov, 2020
Reviewer #2 agreed
On 18 Nov, 2020
Review #1 received
Received 25 Oct, 2020
Reviewer #1 agreed
On 17 Oct, 2020
Editor assigned
On 12 Oct, 2020
Reviewers invited
Invitations sent on 12 Oct, 2020
Submission checks complete
On 11 Oct, 2020
Editor invited
On 11 Oct, 2020
No comments provided
Editorial decision: Major revision
On 03 Sep, 2020
Review #2 received
Received 07 Aug, 2020
Reviewer #2 agreed
On 15 Jul, 2020
Review #1 received
Received 10 Jul, 2020
Reviewers invited
Invitations sent on 26 Jun, 2020
Reviewer #1 agreed
On 26 Jun, 2020
Editor assigned
On 11 Jun, 2020
First submitted
On 10 Jun, 2020
Submission checks complete
On 10 Jun, 2020
Editor invited
On 10 Jun, 2020
Metrics
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HTML Views: ...
Subject Areas
Educational Philosophy and Theory
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A new preprint design is coming!
We have improved readability, clarity, accessibility, and opportunities for engagement.
See the published version of this preprint at BMC Medical Education.
This is a preprint, a preliminary version of a manuscript that has not completed peer review at a journal. Research Square does not conduct peer review prior to posting preprints. The posting of a preprint on this server should not be interpreted as an endorsement of its validity or suitability for dissemination as established information or for guiding clinical practice.
Learn more about In Review
Research article
Muhammad Shahid Shamim
Dow University of Health Sciences
Corresponding Author
ORCiD: https://orcid.org/0000-0001-8738-5289
Badges
Prescreen
This manuscript passed our Prescreen assessment
Complete author information
Appropriate declaration statements
Potential risks to human health
Prescreen
Peer Review Timeline
CURRENT STATUS: Published
View the published article at BMC Medical Education.
Version 2
Posted 19 Oct, 2020
No community comments so far
Editorial decision: Accept
On 02 Dec, 2020
Review #2 received
Received 29 Nov, 2020
Reviewer #2 agreed
On 18 Nov, 2020
Review #1 received
Received 25 Oct, 2020
Reviewer #1 agreed
On 17 Oct, 2020
Editor assigned
On 12 Oct, 2020
Reviewers invited
Invitations sent on 12 Oct, 2020
Submission checks complete
On 11 Oct, 2020
Editor invited
On 11 Oct, 2020
No comments provided
Editorial decision: Major revision
On 03 Sep, 2020
Review #2 received
Received 07 Aug, 2020
Reviewer #2 agreed
On 15 Jul, 2020
Review #1 received
Received 10 Jul, 2020
Reviewers invited
Invitations sent on 26 Jun, 2020
Reviewer #1 agreed
On 26 Jun, 2020
Editor assigned
On 11 Jun, 2020
First submitted
On 10 Jun, 2020
Submission checks complete
On 10 Jun, 2020
Editor invited
On 10 Jun, 2020
Metrics
Comments: 0
PDF Downloads: ...
HTML Views: ...
Subject Areas
Educational Philosophy and Theory
License:
This work is licensed under a CC BY 4.0 License. Read Full License
View the published article at BMC Medical Education.
Background Delivery of medical ethics education is complex due to various reasons, compounded by the context-dependent nature of the content. The scarcity of relevant resources in the contexts of some developing countries adds a further layer of difficulty to ethics education in these contexts. We used a consultative approach with students, teachers and external experts to develop a practical approach to medical ethics education. This study aimed to develop and refine a contextually relevant approach to ethics education in the region of Saudi Arabia.
Methods The study utilised an explorative qualitative methodology to seek views of students and faculty of Rabigh Faculty of Medicine, Saudi Arabia, and international experts in the field of ethics and education to review and enhance a new ethics learning strategy which included a workbook-based tool. Three focus groups with 12 students, in-depth interviews with four faculty members and qualitative feedback from eleven external experts enabled the study participants to objectively critique the WBEL and provide feedback to enhance its quality. Thematic content analysis of the data was done to draw inferences which were used to refine the educational strategy.
Results The analysis generated twenty-one sub-themes within four main themes: design features, content, teaching methods and assessment. These findings helped to design the educational strategy to improve its effectiveness in the given context.
Conclusion The study drew on the views of students, faculty and external experts to systematically develop a novel approach to ethics education for countries like Saudi Arabia. It also demonstrated the use of the consultative approach for informing a culturally relevant educational strategy in the Middle East context.
Figure 1
Figure 2
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