Sedigheh Ebrahimi , Nasrin Alinejad,
Volume 10, Issue 0 (3-2017)
Abstract
Today, due to the highlighted the importance of respect for the human dignity, and increasing awareness of patients, traditional methods of ethics training cannot meet the educational needs. In this cross-sectional study, the effect of medical ethics workshops on knowledge and attitudes of 40 fourth years medical students was studied. A pre-post questionnaire on the measurement of the importance of the medical ethics components, the self-assessment of ethical knowledge, behavior and professional ethics was presented. There was a significant difference between the mean score of the importance of the medical ethics components (questionnaire number 1) before and after the workshop (p = 0.002); but in the case of self-assessment of moral behavior (P = 0.64) and self-assessment of professional ethics compliance (p = 0.48), there was no significant difference between the mean score of students before and after the workshop. The analysis of log-books indicated that students understand, topics of confidentiality, informed consent, and breaking bad news; but issues such as empathy, respect for the patient's emotional state, interaction with a patient suffering from AIDS, informing the patient about the disease and the course of the treatment, accepting a mistake from the doctor, and apologizing to the patient were inadequately addressed by the students. Ethics training is not sufficient just at the beginning of the clinical course; it must also be trained actively in the hospital and on the patient's bedside.
Mahshad Noroozi, Ehsan Shamsi Gooshki, Saeedeh Saeedi Tehrani, Fatemeh Bahmani, Mina Forouzandeh, Saeed Biroudian, Nazila Nikravan Fard, Mahshad Goharimehr, Akram Hashemi,
Volume 16, Issue 1 (3-2023)
Abstract
The research activities of developing countries have increased over the last two decades. The expansion and decentralization of ethics committees necessitates appropriate performance evaluation. In 2023, a cross-sectional study was carried out on the Iranian research ethics Committees using the checklist called "Research Ethics Committee Self-Assessment Tool". The checklist was translated into Persian and revised based on the opinions of research ethics experts and the approved “regulation of establishment, grading, and description of duties for research ethics committees”. The electronic checklist was sent to the senior members of 269 research ethics committees. After gathering the data, it was analyzed using SPSS software. The response rate was 83%. The average overall score was 152.11 ± 25.173, or 69.14% of the maximum. The two sections (including continuing review (monitoring) and committee resources received less than 50% of the average score. The 138 research ethics committee scores were excellent and 85 committees were in the good range. The findings revealed that average scores are influenced by activity years, the number of monthly meetings, the presence of an approved annual budget, an approved quality improvement program, and having specific administrative staff. Completing the self-evaluation tool can raise the National Committee authorities' awareness about the adherence of the research ethics committees to the imperative standards. It can also lead to each committee's awareness of its strengths and challenges. Revision of national regulations governing the establishment, grading, and description of committee duties and then future self-evaluation can facilitate upgrading and improving the performance of ethics committees.
