فرزانه حاجتمند

Modern medicine has faced medical community with a wide range of ethical issues that clinicians haven’t faced with it. Deep and thorough understanding of these issues has stimulated attention of physicians and thinkers of different fields specially ethics scholars to medical ethics as a new approach in comprehensive health system. With regard to this role and importance, review and evaluation of educational programs of medical ethics is inevitable. So in this research, it has attempted to study quality and place of elements and component of Ph.D medical ethic curriculum from point of professors and students. This research is descriptive and survey research and its purpose is evaluating internal quality of educational programs of Ph.D medical ethics from point of professors and students according to the ten elements of Acer. In this regard the questions were raised for achieving to research goals:1- How much the degree of acceptance of educational programs of Ph.D medical ethics in Iranian university of medical sciences, with respect to ten elements of Acer? 2-What is difference between professors’ and students’ opinions about internal quality of educational programs of Ph.D medical ethics in Iranian university of medical sciences? 3- How is the internal quality of educational programs of Ph.D medical ethics courses in Iranian university of medical sciences? So in order to responding to research questions, we tried to collect the information in field research and we used questionnaire. Our statistical populations involved 45 Ph.D medical ethics students and 25 professors and academic members that taught this course in Tehran, Shahid Beheshti and Shiraz University of medical sciences. It was used Morgan table for selecting statistical model and statistical methods such as descriptive statistic: frequency table describes the percentage, column chart and inferential statistics: one sample T-test and Friedman test. Also it was used SPSS software for these testes. The results showed that the internal quality of educational programs of Ph.D medical ethics is inappropriate and there is significant difference between logical elements, contents, learning activities and teaching methods so that professors have more appropriate opinions than students about logic and teaching method but student’s ideas are better about content and learning activities. The courses of medical ethics was good so that medical Fegh had better quality and it was in the first priority but ethics in managing health system had worth quality and it was in the last priority. It reminded the importance and necessity of changes and reforms in medical ethics curriculum.