Iranian Journal of Medical Ethics and History of Medicine

Recent advances in cloning have offered hopes for disease treatment and resolving some other difficulties related to health, but this technology comes with social, legal, ethical, religious and other questions, and has caused different reactions worldwide. While some countries have enacted legislations on cloning, other countries have no clear law. Many countries and organizations, for various reasons including ethical concerns, have taken strong stand against reproductive cloning, and some even against research cloning. Some refer to the positive results of cloning and are in favor. Overall, most are in favor of cell and tissue cloning for therapeutic reasons and against reproductive cloning. In general, cloning is an important development in genetics and biotechnology that can be both lifesaving and destructive. Therefore, decision makers should be aware of its positive aspects for human health and prevent potential social and ethical problems through appropriate legislation In this paper, we present the opinions of opposers and supporters, and an overview of the position of countries and organizations regarding human cloning.

In recent years, the general consensus is that medical education should comprise ethics courses focusing on clinical decision-making skills and professional ethics in order to institutionalize a set of values in physicians. The purpose of this study was to evaluate the internal and external qualities of the medical ethics curriculum from the perspective of students.This was a survey research on a study population of 157 medical students who were taking the medical ethics course. A sample of 113 students were selected by simple random sampling, and data collection tool consisted of two researcher-made questionnaires. In this research, the internal quality of the curriculum was evaluated according to the following 9 elements as proposed by Francis Klein: objectives, content, learning activities, learning strategies, instructional material, resources, grouping, time, location, and evaluation. The external quality of the curriculum was assessed based on Kirkpatrick’s model with attention to students' views on achievement of course objectives in terms of knowledge, skills and attitudes. Data analysis was performed using descriptive statistics (mean and standard deviation) and inferential statistics (one-sample t-test). Based on the findings, the students viewed the internal quality of the medical ethics curriculum as undesirable in terms of the above-mentioned nine elements. Students also believed that the external quality of the ethics curriculum was at an average level in the knowledge and attitudes components, and undesirable in the skills component. Overall, our findings indicate that from the perspective of students, the quality of the medical ethics curriculum is low and the course needs to be reviewed and redesigned.