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Titulo Artículo:
Ethics competences in the undergraduate medical education curriculum: the Spanish experience.
Resumen:
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.
Fecha de publicación:
2016.
Autores :
Teresa FerrándezAntón;
Fernando Lolas-Stepke;
Rut Almeida-Cabrera;
Joan Brunet;
Joaquim BoschBarrera;
Guillermo FerreiraPadilla;
Autor corporativo:
Croatian medical journal,
Editores:
Medline-PubMed ;
Idioma:
Inglés
Páginas:
493
ISBN:
1332-8166
Existencias:
503
Palabras claves:
Ethics competences
Curriculum
Medical education
Público objetivo:
Posgrado
Docentes
Medicos
Educadores Medicos
Titulo Artículo:
Ethics competences in the undergraduate medical education curriculum: the Spanish experience.
Resumen:
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.
Fecha de publicación:
2016.
Autores :
Teresa FerrándezAntón;
Fernando Lolas-Stepke;
Rut Almeida-Cabrera;
Joan Brunet;
Joaquim BoschBarrera;
Guillermo FerreiraPadilla;
Autor corporativo:
Croatian medical journal,
Editores:
Medline-PubMed ;
Idioma:
Inglés
Páginas:
493
Existencias:
503
Palabras claves:
Ethics competences
Curriculum
Medical education
Público objetivo:
Posgrado
Docentes
Medicos
Educadores Medicos
Titulo Artículo:
Ethics competences in the undergraduate medical education curriculum: the Spanish experience.
Resumen:
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.
Autores:
Teresa FerrándezAntón
,
Fernando Lolas-Stepke
,
Rut Almeida-Cabrera
,
Joan Brunet
,
Joaquim BoschBarrera
,
Guillermo FerreiraPadilla
,
.
Titulo Revista:
Croatian medical journal,
.
Numero:
Volumen:
57
Fecha de publicación:
2016.
Base de Datos Bibliográfica:
Medline-PubMed ,
.
Suplemento:
Idioma:
Inglés
Página Inicial:
493
Página Final:
503
ISBN:
1332-8166
Palabras claves:
Ethics competences
Curriculum
Medical education
Público objetivo:
Posgrado
Docentes
Medicos
Educadores Medicos
Título Medline-PubMed :
Ethics competences in the undergraduate medical education curriculum: the Spanish experience.
Resumen:
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.
Autores :
Teresa FerrándezAntón;
Fernando Lolas-Stepke;
Rut Almeida-Cabrera;
Joan Brunet;
Joaquim BoschBarrera;
Guillermo FerreiraPadilla;
Autor corporativo:
Croatian medical journal,
Fecha de publicación:
2016.
Tipo :
Medline-PubMed .
Idioma:
Inglés
Palabras claves:
Ethics competences
Curriculum
Medical education
Público objetivo:
Posgrado
Docentes
Medicos
Educadores Medicos
Título Medline-PubMed :
Ethics competences in the undergraduate medical education curriculum: the Spanish experience.
Resumen:
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.
Autores :
Teresa FerrándezAntón;
Fernando Lolas-Stepke;
Rut Almeida-Cabrera;
Joan Brunet;
Joaquim BoschBarrera;
Guillermo FerreiraPadilla;
Autor corporativo:
Croatian medical journal,
Fecha de publicación:
2016.
Paginas:
493.
ISBN:
1332-8166 .
Idioma:
Inglés
Palabras claves:
Ethics competences
Curriculum
Medical education
Público objetivo:
Posgrado
Docentes
Medicos
Educadores Medicos
Titulo Artículo:
Ethics competences in the undergraduate medical education curriculum: the Spanish experience.
Resumen:
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.
Fecha de publicación:
2016.
Autor corporativo:
Croatian medical journal,
.
Idioma:
Inglés
Palabras claves:
Ethics competences
Curriculum
Medical education
Público objetivo:
Posgrado
Docentes
Medicos
Educadores Medicos
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Teresa FerrándezAntón Fernando Lolas-Stepke Rut Almeida-Cabrera Joan Brunet Joaquim BoschBarrera Guillermo FerreiraPadilla Teresa FerrándezAntón Fernando Lolas-Stepke Rut Almeida-Cabrera Joan Brunet Joaquim BoschBarrera Guillermo FerreiraPadilla Ethics competences in the undergraduate medical education curriculum: the Spanish experience.. 2016; 57Ed. 493.
