Aim To investigate if there are differences in medical ethics
education between different schools of medicine in Spain,
specifically between private and public schools and between recently founded schools and older ones.
Method The curricula of medical degrees from all Spanish
faculties were reviewed for the 2014/2015 academic year,
identifying subjects concerning bioethics, deontology,
and ethics. We identified the type of teaching, format and
method of the course, the number of credits and hours,
and the school year of each subject. An analysis with descriptive parameters and the Cohen’s coefficient (d) was
performed.
Results All medical schools in Spain (n=44) were included. A mean of 3.64 European Credit Transfer and Accumulation System (ECTS) credits was specifically devoted to
ethical values teaching in Spain. Private medical schools
offered more credits than public ones (6.51 ECTS vs 2.88
ECTS, relevant difference: d=2.06>>0.8), and the 10 most
recently founded medical schools offered more credits
than the 10 oldest (5.86 ECTS vs 2.63 ECTS, relevant difference: d=1.43>0.8). A mean of 36.75 hours was dedicated
to ethics education.
Aim To investigate if there are differences in medical ethics
education between different schools of medicine in Spain,
specifically between private and public schools and between recently founded schools and older ones.
Method The curricula of medical degrees from all Spanish
faculties were reviewed for the 2014/2015 academic year,
identifying subjects concerning bioethics, deontology,
and ethics. We identified the type of teaching, format and
method of the course, the number of credits and hours,
and the school year of each subject. An analysis with descriptive parameters and the Cohen’s coefficient (d) was
performed.
Results All medical schools in Spain (n=44) were included. A mean of 3.64 European Credit Transfer and Accumulation System (ECTS) credits was specifically devoted to
ethical values teaching in Spain. Private medical schools
offered more credits than public ones (6.51 ECTS vs 2.88
ECTS, relevant difference: d=2.06>>0.8), and the 10 most
recently founded medical schools offered more credits
than the 10 oldest (5.86 ECTS vs 2.63 ECTS, relevant difference: d=1.43>0.8). A mean of 36.75 hours was dedicated
to ethics education.
Aim To investigate if there are differences in medical ethics
education between different schools of medicine in Spain,
specifically between private and public schools and between recently founded schools and older ones.
Method The curricula of medical degrees from all Spanish
faculties were reviewed for the 2014/2015 academic year,
identifying subjects concerning bioethics, deontology,
and ethics. We identified the type of teaching, format and
method of the course, the number of credits and hours,
and the school year of each subject. An analysis with descriptive parameters and the Cohen’s coefficient (d) was
performed.
Results All medical schools in Spain (n=44) were included. A mean of 3.64 European Credit Transfer and Accumulation System (ECTS) credits was specifically devoted to
ethical values teaching in Spain. Private medical schools
offered more credits than public ones (6.51 ECTS vs 2.88
ECTS, relevant difference: d=2.06>>0.8), and the 10 most
recently founded medical schools offered more credits
than the 10 oldest (5.86 ECTS vs 2.63 ECTS, relevant difference: d=1.43>0.8). A mean of 36.75 hours was dedicated
to ethics education.
Aim To investigate if there are differences in medical ethics
education between different schools of medicine in Spain,
specifically between private and public schools and between recently founded schools and older ones.
Method The curricula of medical degrees from all Spanish
faculties were reviewed for the 2014/2015 academic year,
identifying subjects concerning bioethics, deontology,
and ethics. We identified the type of teaching, format and
method of the course, the number of credits and hours,
and the school year of each subject. An analysis with descriptive parameters and the Cohen’s coefficient (d) was
performed.
Results All medical schools in Spain (n=44) were included. A mean of 3.64 European Credit Transfer and Accumulation System (ECTS) credits was specifically devoted to
ethical values teaching in Spain. Private medical schools
offered more credits than public ones (6.51 ECTS vs 2.88
ECTS, relevant difference: d=2.06>>0.8), and the 10 most
recently founded medical schools offered more credits
than the 10 oldest (5.86 ECTS vs 2.63 ECTS, relevant difference: d=1.43>0.8). A mean of 36.75 hours was dedicated
to ethics education.
Aim To investigate if there are differences in medical ethics
education between different schools of medicine in Spain,
specifically between private and public schools and between recently founded schools and older ones.
Method The curricula of medical degrees from all Spanish
faculties were reviewed for the 2014/2015 academic year,
identifying subjects concerning bioethics, deontology,
and ethics. We identified the type of teaching, format and
method of the course, the number of credits and hours,
and the school year of each subject. An analysis with descriptive parameters and the Cohen’s coefficient (d) was
performed.
Results All medical schools in Spain (n=44) were included. A mean of 3.64 European Credit Transfer and Accumulation System (ECTS) credits was specifically devoted to
ethical values teaching in Spain. Private medical schools
offered more credits than public ones (6.51 ECTS vs 2.88
ECTS, relevant difference: d=2.06>>0.8), and the 10 most
recently founded medical schools offered more credits
than the 10 oldest (5.86 ECTS vs 2.63 ECTS, relevant difference: d=1.43>0.8). A mean of 36.75 hours was dedicated
to ethics education.
Aim To investigate if there are differences in medical ethics
education between different schools of medicine in Spain,
specifically between private and public schools and between recently founded schools and older ones.
Method The curricula of medical degrees from all Spanish
faculties were reviewed for the 2014/2015 academic year,
identifying subjects concerning bioethics, deontology,
and ethics. We identified the type of teaching, format and
method of the course, the number of credits and hours,
and the school year of each subject. An analysis with descriptive parameters and the Cohen’s coefficient (d) was
performed.
Results All medical schools in Spain (n=44) were included. A mean of 3.64 European Credit Transfer and Accumulation System (ECTS) credits was specifically devoted to
ethical values teaching in Spain. Private medical schools
offered more credits than public ones (6.51 ECTS vs 2.88
ECTS, relevant difference: d=2.06>>0.8), and the 10 most
recently founded medical schools offered more credits
than the 10 oldest (5.86 ECTS vs 2.63 ECTS, relevant difference: d=1.43>0.8). A mean of 36.75 hours was dedicated
to ethics education.
Aim To investigate if there are differences in medical ethics
education between different schools of medicine in Spain,
specifically between private and public schools and between recently founded schools and older ones.
Method The curricula of medical degrees from all Spanish
faculties were reviewed for the 2014/2015 academic year,
identifying subjects concerning bioethics, deontology,
and ethics. We identified the type of teaching, format and
method of the course, the number of credits and hours,
and the school year of each subject. An analysis with descriptive parameters and the Cohen’s coefficient (d) was
performed.
Results All medical schools in Spain (n=44) were included. A mean of 3.64 European Credit Transfer and Accumulation System (ECTS) credits was specifically devoted to
ethical values teaching in Spain. Private medical schools
offered more credits than public ones (6.51 ECTS vs 2.88
ECTS, relevant difference: d=2.06>>0.8), and the 10 most
recently founded medical schools offered more credits
than the 10 oldest (5.86 ECTS vs 2.63 ECTS, relevant difference: d=1.43>0.8). A mean of 36.75 hours was dedicated
to ethics education.
Aim To investigate if there are differences in medical ethics
education between different schools of medicine in Spain,
specifically between private and public schools and between recently founded schools and older ones.
Method The curricula of medical degrees from all Spanish
faculties were reviewed for the 2014/2015 academic year,
identifying subjects concerning bioethics, deontology,
and ethics. We identified the type of teaching, format and
method of the course, the number of credits and hours,
and the school year of each subject. An analysis with descriptive parameters and the Cohen’s coefficient (d) was
performed.
Results All medical schools in Spain (n=44) were included. A mean of 3.64 European Credit Transfer and Accumulation System (ECTS) credits was specifically devoted to
ethical values teaching in Spain. Private medical schools
offered more credits than public ones (6.51 ECTS vs 2.88
ECTS, relevant difference: d=2.06>>0.8), and the 10 most
recently founded medical schools offered more credits
than the 10 oldest (5.86 ECTS vs 2.63 ECTS, relevant difference: d=1.43>0.8). A mean of 36.75 hours was dedicated
to ethics education.
