Bioethics curriculum for undergraduate medical students: an evaluation study utilizing mixed methods approach.

BACKGROUND: The undergraduate bioethics curriculum introduced in a private medical college in Pakistan in 1988 and revised in 2009 has evolved over time to incorporate globally relevant innovations, including integration of bioethics spirally within an existing problem-based learning curricular framework. The present evaluation study shares the results of this integrated bioethics curriculum delivered for 10 years across the five-year undergraduate medical curriculum. The study assessed the effectiveness of the curriculum in terms of student achievement, appropriateness of course contents and efficiency of instructional methods. METHODS: The study utilized a mixed method sequential explanatory design. The quantitative method was used in the first phase to gather data by utilizing a structured online questionnaire. This was followed by the second phase of qualitative methods to explain the findings of the first phase and enrich the data gathered. This phase was based on focus group discussions and document review. RESULTS: Student and faculty responses showed the curriculum contents to be relevant, informative, and appropriate as per learning objectives and student achievement. Multi-modal instructional methods used were stated to be effective and engaging; small group teaching and shorter sessions suggested to be preferable for fostering discussion and maintaining student engagement and attention. Large class formats were stated to be less effective. Students affirmed the contribution of bioethics education to their personal and professional development and ethical positioning. The majority of students agreed that the curriculum contributed to their knowledge acquisition (60.3-71.2%), skill development (59.41-60.30%) and demonstration of ethical/professional behavior (62.54-67.65%). The ranges indicate agreement with related sets of questions. Participants suggested that the curriculum could be further strengthened by better integration in clinical years, role modelling and providing opportunities for application in clinical health care settings. Moreover, topics like ethical issues related to the use of social media, public health ethics and ethics and law were suggested as additions to the existing curriculum. These findings have regional and global relevance for the development and assessment of effective bioethics curricula. CONCLUSION: An effective bioethics curriculum for undergraduate medical education should run longitudinally across the 5 year curriculum and be integrated in the modules and clerkships. Basic acquisition of knowledge and skills takes place in Years 1 & 2 with reinforcement and application in Years 3-5. Learning embedded in an integrated curriculum can help students recognize, critically analyze and address ethical dilemmas. Involvement and commitment of the clinical faculty is essential for reinforcing the ethical principles and concepts learnt in the earlier years.

Fetal Cardiology Bioethics: An Innovative New Curriculum for Cardiology Trainees.

Decision-making in fetal cardiology is fraught with ethical issues yet education in bioethics for trainees is limited or nonexistent. In this innovation report, we describe the development of a fetal cardiology bioethics curriculum designed to address this gap. The curriculum was developed to supplement the core curriculum for cardiology fellows and fetal cardiology subspecialty trainees. The series combines didactic and interactive teaching modalities and contains 5 key components: (1) introduction to bioethics and its role in fetal cardiology, (2) counseling and pathways for compassionate terminal care, (3) case vignette-based ethical analysis and discussion cases, (4) fetal counseling considerations for shared decision-making and recommendations, (5) facilitated communications role play. The curriculum was refined using session evaluations from end users. This report describes the innovative curriculum as a starting point for further incorporation and study of bioethical education in pediatric cardiology and fetal training programs.

Los principios de la bioética en la docencia: dificultades y propuesta / The principles of bioethics in teaching: difficulties and proposal

Es frecuente que la docencia de la bioética se base en el aprendizaje de los principios de autonomía, be neficencia, no maleficencia y justicia, ampliamente usados hoy. De cara a la práctica ética, estos principios adolecen de una insuficiencia notable, dejando aparte su ambigüedad y otros problemas. Pero de cara a la docencia muestran una especial incongruencia, por varios motivos: a) poca adecuación de los términos a los conceptos que quieren expresarse, b) formalismo que dificulta el acercamiento a la realidad, c) poca adecuación a las necesidades del discente y d) ser términos especializados en un ámbito que debería ser fundamentalmente divulgativo. Se examinan en detalle estas cuatro limitaciones, que aconsejan otro en foque en la docencia de la bioética; se aporta una reflexión final sobre la diferencia entre los principios de la bioética y la ética (AU)

It is common base the teaching of bioethics on the learning of the principles of autonomy, beneficence, non-maleficence and justice, widely used today. In terms of ethical practice, these principles suffer from a notable inadequacy, leaving aside their ambiguity and other problems. Nevertheless, as a teaching meth od, they show a special incongruity, for several reasons: a) little adequacy of the terms to the concepts that want to be expressed, b) formalism that hinders the approach to reality, c) little adaptation to the needs of the student and d) be specialized terms in a field that should be fundamentally informative. These four limitations, which advise another approach in the teaching of bioethics, are examined in detail; a final reflection is provided on the difference between the principles of bioethics and ethics (AU)

Integrating one health: exploring the global dialogue on bioethics.

Unesco's World Bioethics Day, whose theme this year is the protection of future generations, reveals the centrality of the concept of one-health, as the main way to guarantee a future for the planet seen as the common home of all living beings. The recent pandemic has sufficiently shown how animal health is linked to human health and how only the balance of the entire planet guarantees both. Living on earth as human beings, no longer blinded by the Anthropocene's arrogance, but conscious of having a fundamental responsibility for the health care and well-being of every species is the imperative that should guide scientific research, education and social life. Thus, a renovating of the education system is essential to break down rigid boundaries between disciplines and promote complex and critical thinking.

The value of nurse bioethicists.

BACKGROUND: The field of nursing has long been concerned with ethical issues. The history of the nursing profession has a rich legacy of attention to social justice and to societal questions regarding issues of fairness, access, equity, and equality. Some nurses have found that their clinical experiences spur an interest in ethical patient care, and many are now nurse bioethicists, having pursued additional training in bioethics and related fields (e.g., psychology, sociology). PURPOSE: The authors describe how the clinical and research experiences of nurses give them a unique voice in the field of bioethics. RESULTS: Authors present reasons for the relative invisibility of nurse bioethicists, compared with physician, theologian, or philosopher bioethicists, as well as current efforts to increase the visibility of nurse bioethicists. They also describe four specific areas where nurse bioethicists have made and continue to make important contributions: as ethics consultants to colleagues in hospitals and other settings; as bioethics researchers or as advisers to researchers conducting trials with human subjects; as educators of trainees, patients and families, healthcare providers, and the public; and in helping to draft humane and ethical policies for the care of vulnerable patients and underserved populations. CONCLUSION: Nurse bioethicists are central to the future goals of healthcare bringing a unique perspective to the day-to-day ethical challenges of both clinical care and research, as well as to the education of health professionals and the public.

Care for the Environment as a Consideration in Bioethics Discourse and Education.

This article argues that environmental considerations fall within the scope of medical bioethics, and there are implications specific to medical education. It endorses the need to expand the scope and epistemology of contemporary medical bioethics discourse by including themes related to environmental considerations. Our discussion begins by providing a brief history of environmental bioethics. It then offers a critique of three specific health and environmental issues, namely technology, toxics, and consumption, and discusses how these issues are key to articulating moral considerations of human health and subsequently medicine and its teaching. Lastly, it explores criticisms of including environmental issues into the bioethical debate before providing suggestions of how environmental ethics can be included into the medical curriculum. This article concludes by suggesting theoretical possibilities for environmentally inclusive bioethics, such as reorienting bioethical discussions to its original environmental advocacy and supporting environmental bioethics as a competency in medical education.

Análise da oferta da disciplina de Bioética nos cursos de graduação em Odontologia brasileiros / Análisis de la oferta de la disciplina de Bioética en los cursos brasileños de pregrado en Odontología / Analysis of the Bioethics subject offer in Brazilian undergraduate Dentistry courses

O objetivo deste estudo foi verificar a oferta da disciplina de Bioética nos currículos dos cursosde odontologia brasileiros.Para isso foi realizado a revisão de todas as matrizes curriculares disponíveis no site do Ministério de Educação, no período de fevereiro a abril de 2019. A busca foi realizada individualmente na matriz de cada curso buscando informações sobre: a presença da disciplina de Bioética, a carga horária da disciplina, o semestre e o regime (optativa ou obrigatória) de oferta na matriz curricular. No levantamento realizado encontrou-se 41 (17,67%) cursos que ofertavam a disciplina de Bioética de forma isolada e 36 (15,52%) na forma associada, totalizando 77 (33,19%) com oferta da disciplina. Concluiu-se que, no ano de 2019, a maioria dos cursos não disponibilizava a disciplina de Bioética, inferindo-se a necessidade de haver sua inclusão em todos os cursos como forma de cumprir as diretrizes curriculares nacionais existentes e proporcionar adequada formação humanística aos futuros profissionais (AU).

El objetivo de este estudio fue verificar la oferta de la asignatura de Bioética en los planes de estudio de los cursosde odontología brasileños. Para eso fue realizado una revisión de todas las matrices curriculares disponibles en el sitio del Ministerio de Educación de Brasil, de febrero a abril de 2019. La búsqueda fue realizada de forma individualizada en la matriz de cada curso buscando las informaciones sobre: presencia de la asignatura de Bioética, la carga horaria de la asignatura, el semestre y el régimen (obligatoria u optativa) que era ofertada. En la búsqueda encontramos que 41 (17,67%) cursos ofrecían la asignatura de Bioética de forma aislada y 36 (15,52%) en forma asociada, totalizando 77 (33,19%) con oferta de la asignatura. Se concluyó que, en 2019, la mayoría de los cursos no proporcionaban la asignatura de Bioética, infiriendo la necesidad de ser incluida en todos los cursos como una forma de cumplir con las directrices curriculares existentes y proporcionar capacitación humanística adecuada para los futuros profesionales (AU).

The aim of this study was to verify the offer of the Bioethics course in the curricular matrices of Brazilian dentistry schools. For this purpose, a review of all curricular matrices available on the Ministry of Education website was conducted from February to April 2019. The search was carried out individually in the matrix of each course, seeking information about the presence of the Bioethics course, the course load, the semester, and the regime (optional or mandatory) of the course offering in the curricular matrix. In the survey, 41 (17.67%) courses were found to offer the Bioethics course singly, and 36 (15.52%) offered it in the associated form, totaling 77 (33.19%) with an offer of the courses. It was concluded that, in 2019, the majority of courses did not provide the Bioethics subject, inferring the need for its inclusion in all courses as a way to comply withthe existing national curricular guidelines and provide adequate humanistic education to future professionals (AU).

Debates and discourses for teaching bioethics to a research ethics secretariat in Nairobi, Kenya: A report.

Debates and discourse are effective means of teaching or learning bioethics. Opportunities for continuous training in bioethics are inadequate in low- and middle-income countries. This report highlights the experiences of teaching bioethics to the secretariat of the Scientific and Ethics Review Unit, a research ethics committee in Kenya. The participants were introduced to bioethics through discourse and debates, and their learning experiences or recommendations were noted. Debates and discourses were considered interesting, thought-provoking, informative, engaging, practical, and interactive ways of learning bioethics.

Bioética y Derechos Humanos en una mirada latinoamericana / Bioètica i Drets Humans en una mirada llatinoamericana / Bioethics and Human Rights in a LatinAmerican perspective

Si bien parten del mismo contexto histórico y comparten preocupaciones centrales de fondo relacionadas con la protección de la persona humana, la interfaz entre Bioética y Derechos Humanos aún está experimentando un lento proceso de consolidación. Este artículo presenta un análisis histórico y conceptual de esta interfaz desde una perspectiva latinoamericana de la Bioética. Presenta dos temas que ejemplifican la complejidad -y el potencial -de este enfoque: la educación en bioética y la promoción de los Derechos de Pacientes. Sin desconocer las divergencias éticas y políticas que impregnan la discusión, el trabajo concluye en la necesidad de profundizar en este enfoque como vía para hacer efectivas las principales tareas que dieron origen a los dos campos:Bioética y Derechos Humanos, teniendo en cuenta el contexto histórico de la región.(AU)

Tot i que parteixen del mateix context històric i comparteixen preocupacions centrals de fons relacionades amb la protecció de la persona humana, la interfície entre Bioètica i Drets Humans encara està experimentant un lent procés de consolidació. Aquest article presenta una anàlisi històrica i conceptuald'aquesta interfície des d'una perspectiva llatinoamericana de la bioètica. Presenta dos temes que exemplifiquen la complexitat –i el potencial –d'aquest enfocament: l'educació en bioètica i la promoció dels Drets de Pacients. Sense desconèixer les divergències ètiques i polítiques que impregnen la discussió, el treball conclou en la necessitat d'aprofundir en aquest enfocament com a via per fer efectives les tasques principals que van donar origen als dos camps: Bioètica i Drets Humans, tenint en compteel context històric de la regió.

Although they start from the same historical context and share central fundamental concerns related to the protection of the human person, the interface between bioethics and human rights is still undergoing a slow consolidation process. This article presents a historical and conceptual analysis of this interface from a Latin American perspective of bioethics. It presents two themes that exemplify the complexity –and potential –of this approach: education in bioethics and the promotion of patients' rights. Without ignoring the ethical and political divergences that permeate the discussion, the work concludes for the need to deepen this approach as a way to make effective the main tasks that gave rise to the two fields: Bioethics and Human Rights, taking into account the historical context of the region.(AU)

Joining Humanity and Science: Medical Humanities, Compassionate Care, and Bioethics in Medical Education.

Educating medical students to be physicians involves many dimensions. But in an educational culture where science and technology dominate the curriculum, these subjects also too often dominate the academic value system as well. While a firm grasp of scientific knowledge and technical skill is essential, cultivating humanistic virtues is at the core of all good medical care and the full well-being of those within it. This article describes a formative educational process that points towards compassionate flourishing and unfolds through dialogue and reflection on the human aspects of patient care and the student experience, a process coequal in value to scientific development. This educational process has been successfully implemented at the Center for Medical Humanities, Compassionate Care, and Bioethics at Stony Brook. When supported by a broader institutional culture through an ongoing reflective group process in residencies and other clinical settings, this process fosters professional flourishing, which leads to deeper meaning and compassionate care of patients.

The outcomes of a mobile just-in-time-learning intervention for teaching bioethics in Pakistan.

INTRODUCTION: The study aimed to test the effectiveness and the feasibility of a mobile just-in-time-learning (m-JiTL) approach for teaching bioethics at a university in Pakistan. Over four months, a mobile app (EthAKUL) was used to enhance ethical reasoning among practising nurses, trainee physicians, and medical and nursing students utilising the m-JiTL approach. Participants used EthAKUL to access bioethics modules and participate in asynchronous discussions. METHODS: A mixed methods design was adopted. Pre- and post-knowledge tests were used to assess changes in participants' knowledge of bioethics concepts, while pre- and post-surveys were used to assess changes in participants' attitudes towards m-learning. After the intervention, focus group discussions with the participants were held. Analysis of the discussion posts and meeting notes was conducted. RESULTS: The learners had a favourable attitude toward using mobile devices for learning purposes at the start of the intervention, and the score remained positive afterwards. Bioethics knowledge test scores improved at the end of the intervention, with medical students experiencing the greatest improvement. However, because of the high drop-out rate and lack of participation after the initial phase, it is unclear whether the increase in score or positive attitude is the result of the intervention, making it difficult to draw firm conclusions about the intervention's success. CONCLUSIONS: EthAKUL is the first of its kind app for teaching bioethics, and the study has offered important insights into adopting new pedagogies and technologies for bioethics teaching. It has also identified issues with the design of the app and m-JiTL pedagogy that must be addressed before curriculum-wide adoption.

Educar para a bioética: desafio em enfermagem / Educating for bioethics: a challenge in nursing / Educar en bioética: desafío en la enfermería

Resumo Educar para a bioética é um desafio na atualidade. Ainda maior se torna este desafio, quando pensamos no ensino da bioética a estudantes de enfermagem, que irão desempenhar uma profissão que tem como expoente máximo o cuidar da outra pessoa. Tratando-se de uma profissão que implica a relação com o outro e a prestação de cuidados humanizados e adequados a cada situação específica, torna-se importante desenvolver ferramentas de ensino que promovam não só o desenvolvimento técnico e o conhecimento de como fazer, mas essencialmente o desenvolvimento de competências morais, pessoais e profissionais que conduzam a cuidados de saúde de excelência. Este artigo pretende apresentar uma reflexão sobre o ensino da bioética e a sua relação com o desenvolvimento da competência moral dos estudantes de enfermagem, assim como sugerir algumas estratégias no ensino da Bioética que potenciem a formação de enfermeiros cada vez mais competentes.

Abstract Educating for bioethics is a challenge today. This challenge is even greater when we think of the teaching of bioethics to nursing students, who will perform a profession that has as its maximum target the care of other people. Because it is a profession that implies the relationship with the other and the provision of humanized and appropriate care to each situation, it is important to develop teaching tools that promote not only technical improvement and knowledge of how to do a task, but also the development of moral, personal and professional skills that lead to excellent health care. This article presents a reflection on the teaching of bioethics and its relationship with the development of moral competence of nursing students, suggesting some strategies that enhance the teaching of bioethics and the education of increasingly competent nurses.

Resumen Educar en bioética es un desafío en la actualidad. Esto se vuelve más grande cuando pensamos en la enseñanza de bioética a estudiantes de enfermería, quienes desempeñarán una profesión que tiene la máxima expresión la asistencia a las personas. Por ser una profesión que involucra la relación con el otro y la prestación de una asistencia humanizada y adecuada a cada situación específica, es importante desarrollar herramientas didácticas que promuevan no solo el desarrollo técnico y el conocimiento de cómo hacerlo, sino fundamentalmente el desarrollo de competencias morales, personales y profesionales que promuevan una excelente atención en salud. Este artículo reflexiona sobre la enseñanza de la bioética y su relación con el desarrollo de la competencia moral de los estudiantes de enfermería, así como sugiere algunas estrategias para la enseñanza de la Bioética que promueva una formación de profesionales cada vez más competentes.

If Not Now, Then When? Taking Disability Seriously in Bioethics.

The impression of bioethicists as "dangerous," as articulated in Mouth Magazine in 1994, has continued to be a theme in the disability movement. We respond to three common responses by bioethicists to this impression-namely, this is from the past, and bioethicists are different now; this is an angry and extremist position; and the Americans with Disabilities Act and other disability rights and justice efforts have solved historical inequities. We draw on the historical record and on our collective experiences as bioethicists engaged in clinical consultation and education and as the founding, former, and current directors of a program focused on disability and rehabilitation ethics to argue that ableism and unexamined assumptions about people with disabilities have persisted in bioethics despite decades of counternarratives, research, and divergent perspectives. Ableism and such assumptions can lead to health care decisions that are prone to bias, mistreatment, and a lack of consideration of viable options for living with disability. As the field of bioethics moves toward certification examinations and as new generations join the field's ranks, these problems need to be rectified with solutions at the individual, interpersonal, and structural levels. It is past time to take disability seriously.

Capacity Development of Research Ethics Administrators: Scoping Review.

Capacity development of research ethics committees is generally limited to members, and seldom includes administrators. This study sought to map the capacity development efforts of research ethics administrators. A scoping review was conducted. The literature search yielded 92 potentially relevant records, and further screening yielded 22 studies. The 22 studies were extracted and synthesized; two studies spoke directly on administrators' capacity development, while the remaining 20 focused on the capacity development of committees or of committee members. The two studies which spoke directly on administrators reported about two capacity development efforts targeting administrators in Africa, namely the African Conference for Administrators of Research Ethics Committees, and the West African Bioethics Training Program.

Bioethics curriculum in medical schools in Portuguese-speaking countries.

BACKGROUND: A curriculum is a fundamental tool for educators, and teaching bioethics is fundamental to good medical practice. Studies report a lack of consensus on the teaching of bioethics in undergraduate medicine, and a critical issue is that there remain no minimum curricular parameters. This study performed an analysis between the bioethics curricula of the medical schools of Brazil and Portugal and UNESCO's Core Curriculum, in addition to proposing key criteria for designing a core bioethics curriculum. METHODS: This is a cross-sectional, descriptive study that analyzes the bioethics curricula of the medical schools in Brazil and in Portugal. The design of the study includes a qualitative summative content analysis-based approach and a quantitative analysis by means of descriptive statistics. RESULTS: Bioethics is taught in both Brazil and Portugal in a diversified way. The results showed that 65.5% of the medical schools analyzed provided at least the 30-h minimum workload recommended by the UNESCO Core Curriculum. Furthermore, bioethics sporadically offered at the end of the medical program in the vast majority of schools studied. CONCLUSIONS: The most important points to take away from this study are the diversity of the curricular structure of bioethics courses and the lack of formalization of bioethics in the curricula of medical schools in Brazil and Portugal. Given the value of bioethics in clinical practice, we propose that medical schools in Portugal and Brazil update their curricula to encompass minimum criteria, which should be similar to one another and based on common sources, but which should also be tailored to each culture.

An exploration of how gender, political affiliation, or religious identity is associated with comfort and perceptions of controversial topics in bioethics.

Bioethics is an important aspect of understanding the relationship between science and society, but studies have not yet examined undergraduate student experiences and comfort in bioethics courses. In this study, we investigated undergraduate bioethics students' support of and comfort when learning three controversial bioethics topics: gene editing, abortion, and physician-assisted suicide (PAS). Furthermore, student identity has been shown to influence how students perceive and learn about controversial topics at the intersection of science and society. So, we explored how students' religious affiliation, gender, or political affiliation was associated with their support of and comfort when learning about gene editing, abortion, and PAS. We found that most students entered bioethics with moderated viewpoints on controversial topics but that there were differences in students' tendency to support each topic based on their gender, religion, and political affiliation. We also saw differences in student comfort levels based on identity: women reported lower comfort than men when learning about gene editing, religious students were less comfortable than nonreligious students when learning about abortion and PAS, and nonliberal students were less comfortable than liberal students when learning about abortion. Students cited that the controversy surrounding these topics and a personal hesitancy to discuss them caused discomfort. These findings indicate that identity impacts comfort and support in a way similar to that previously shown in the public. Thus, it may be important for instructors to consider student identity when teaching bioethics topics to maximize student comfort, ultimately encouraging thoughtful consideration and engagement with these topics.

Experiência de estudantes na divulgação da imagem de pacientes odontológicos / Student experience in the images' dissemination of dental patients

As implicações éticas do uso de redes sociais por profissionais da saúde têm ocupado espaço na agenda da Bioética quando se considera os direitos do paciente e o risco de exposição de sua imagem. Este estudo buscou conhecer a percepção de estudantesde Odontologia sobre a exposição da imagem de pacientes em redes sociais. Trata-se de estudo observacional transversal, quantitativo, com aplicação de questionário a estudantes de um curso de Odontologia. Os dados foram tabulados e analisados por meio de estatísticas descritivas. A taxa de resposta foi de 73,5% (n=247), todos utilizando redes sociais e 33,1% (n=82) declararam já ter realizado fotografia de paciente na clínica de ensino. Muitos estudantes ainda não têm clareza sobre as questões éticas que envolvem a divulgação de imagem de pacientes em rede social. Isso revela a importância de se ater a esse tópico nos cursos brasileiros de graduação em Odontologia (AU).

The ethical implications of social networks use by health professionals have occupied space on the Bioethics' agenda, when considering the rights of patients and the risk of exposing their image. This study aimed to understand the perception of dentistry students about the exposure of patients image in social networks. This is a cross-sectional, quantitative, observational study, with the application of a questionnaire to students of a Dentistry course. It was used the descriptive statistics for tabulating and analyzing the data. The response rate was 73.5% (n=247), all using social networks, and 33.1% (n=82) reported having already taken a patient photograph at the training clinic. Many students are still unclear about the ethical issues surrounding the dissemination of patient images on social media. The ethical implications of social networks use by health professionals haveoccupied space on the Bioethics' agenda, when considering the rights of patients and the risk of exposing their image (AU).

Metodologias aplicadas no ensino de Ética, Bioética e Deontologia da Saúde durante a última década: uma revisão integrativa / Metodologías aplicadas en la enseñanza de la Ética, Bioética y Deontología de la Salud durante la última década: una revisión integradora / Methodologies applied in the teaching of Ethics, Bioethics and Deontology during the last decade: an integrative review

Esta revisão integrativa realiza um mapeamento da produção científica da última década com vistas às metodologias aplicadas no ensino de Ética, Bioética e Deontologia, objetivando categorizá-las e descrevê-las. Na busca pelos descritores "ensino" and "saúde" and "ética" or "bioética" or "deontologia", nas bases de Literatura Latino-Americana e do Caribe em Ciências da Saúde (LILACS), Educational Resources Information Centre (ERIC), Medical Literature Analysis and Retrieval System Online (MEDLINE), Scientific Electronic Library Online (SciELO) e Google Acadêmico, foram encontrados 34 artigos. As metodologias foram organizadas em: metodologias ativas e modelo tradicional. A síntese desta revisão afirma que as metodologias ativas oferecem aprendizagens mais significativas se comparadas ao modelo tradicional, sobretudo associadas ao uso da tecnologia. Além disso, pressupostos teóricos transversais e interdisciplinares também foram associados à aplicabilidade metodológica no ensino das temáticas em questão. (AU)

Esta revisión integradora realiza un mapeo de la producción científica de la última década, con relación a las metodologías aplicadas en la enseñanza de la Ética, Bioética y Deontología, con el objetivo de caracterizarlas y describirlas. En la búsqueda por los descriptores "enseñanza" and "salud" and "ética" or "bioética" or "deontología" en las bases Literatura Latinoamericana y del Caribe en Ciencias de la Salud (LILACS), Educational Resources Information Centre (ERIC), Medical Literature Analysis and Retrieval System Online (MEDLINE), Scientific Electronic Library Online (SciELO) y Google Académico se encontraron treinta y cuatro artículos. Las metodologías se organizaron en: metodologías activas y modelo tradicional. La síntesis de esta revisión afirma que las metodologías activas ofrecen aprendizajes más significativos si comparadas al modelo tradicional, principalmente asociadas al uso de la tecnología. Además, presuposiciones teóricas transversales e interdisciplinarias también se asociaron a la aplicabilidad metodológica en la enseñanza de las temáticas en cuestión. (AU)

This integrative review maps out the scientific production of the last decade focusing on methodologies applied in teaching Ethics, Bioethics and Deontology, aiming to categorize and describe them. The review found thirty-four articles searching the keywords "teaching" and "health" and "ethics" or "bioethics" or "deontology" in the bases Literatura Latino-Americana e do Caribe em Ciências da Saúde (LILACS), Educational Resources Information Centre (ERIC), Medical Literature Analysis and Retrieval System Online (MEDLINE), Scientific Electronic Library Online (SciELO) and Google Scholar. The methodologies were organized into: active methodologies and traditional model. The synthesis of this review states that active methodologies offer more significant learning, when compared to the traditional model, especially due to technology. Moreover, transversal and interdisciplinary theoretical assumptions were also associated with methodological applicability in the teaching of the themes in question. (AU)