RESEARCH PAPER
The influence of passive and active moral training on medical university on changes of students’ moral competence index – results from randomized single blinded trial
 
More details
Hide details
1
Departament of Social Science, Karol Marcinkowski University of Medical Science, Poznań, Poland
 
2
Department of Mother’s and Child’s Health, Karol Marcinkowski University of Medical Science, Poznań, Poland
 
3
Department of Educational Medicine, Karol Marcinkowski University of Medical Science, Poznań, Poland; Higher Vocational State School, Kalisz, Poland
 
4
Department of Health Informatics and Statistics, Institute of Rural Health, Lublin, Poland;Faculty of Pedagogy and Psychology, University of Economics and Innovation, Lublin, Poland
 
 
Ann Agric Environ Med. 2014;21(1):161-166
 
KEYWORDS
ABSTRACT
Introduction and Objectives. Human’s life as well as medical professions consist of many moral dilemmas. The aim of our study was to evaluate moral competences of midwifery students during their whole university education (3 year course) based on their moral competences C-index. Material and Method: We performed randomized single blinded 3-year follow-up trial of 72 midwifery students. Standard Moral Judgment Test (MJT) By Georg Lind was used accompanied by own questionnaire. Moral competences were calculated (C-index) according to Lind’s methodology. Subjects were also divided into active and passive ethics training to search for differences. Results. C-index varied during studies insignificant (p=0.14). Randomized groups were equal at the beginning point, no significant differences were noticed. Active ethics teaching did not increase C-index compared to controls in all measuring points (P1-P4, respectively p=0,41 and p=0,38). Conclusions. During 3 year studies at medical university moral competences measured by C-index varied insignificantly, but simultaneously the change in C-index was dependent on its value at the beginning of the trial. There was not statistically significant influence of active ethic’s teaching compared to controls. Among social factors parents have strongest influence on students’ morality, but growing role of Medical University in this hierarchy raises hopes for improvement in effectiveness of training in ethics.
 
REFERENCES (29)
1.
Buzgova R, Sikorova L. Moral judgement competence of nursing students in the Czech Republic. Nurse Educ Toady. 2012.
 
2.
Papaharitou S, Nakopoulou E,. Moraitou M, Hatzimouratidis K, Hatzichristou D. Reproductive health and midwives: Does occupational status differentiate their attitudes on assisted reproduction technologies from those of the general population? Hum Reprod. 2007; 22(7): 2033– 2039.
 
3.
Begley AM. Facilitating the development of moral insight in practice: teaching ethics and teaching virtue. Nursing Philosophy 2006; 7: 257–265.
 
4.
Krajewski W. Słownik pojęć filozoficznych. Scholar, Warszawa 1996: 37–88 (in Polish).
 
5.
Promeńska H. O niektórych dylematach naruszania zasad etyki w sytuacjach skrajnych egzystencjalnie. In: Prabucka D. Etyka wobec sytuacji granicznych. Oficyna Wydawnicza Impuls, Kraków 2007: 21–36 (in Polish).
 
6.
Szawarski Z. Czego oczekiwać od etyki medycznej. In: Szawarski. Mądrość i sztuka leczenia. Słowo Obraz Terytoria, Gdańsk 2005: 17–18 (in Polish).
 
7.
Nagel T. Pytania ostateczne. Translated A Romaniuk. Fundacja Alethia 1997: 161 (in Polish).
 
8.
Kohlberg L. Development of moral character and moral ideology. In: Hoffman ML, Hoffman LW (ed). Review of child develo0pment research. Russel Sage Foundation, New York 1964: 381–431.
 
9.
Lind G. Moral und Demokratiekompetenz. http://www.uni-konstanz. de/ag-moral/ (access: 2012.09.12).
 
10.
Lind G. Forderung der moralische-demokratische Kompetenz mit der KMDD. http://www.uni-konstanz.de/ag-.... htm (access: 2012.09.12).
 
11.
Rzymska I, Musielak M. Ocena postaw moralnych wobec ludzkiego rozrodu wśród studentów kierunku położnictwo Akademii Medycznej w Poznaniu. Przegl Ginekol Położn. 2006; 6: 149–155 (in Polish).
 
12.
Szawarski Z. Niepewność moralna i problem nauczania etyki. In: Suchorzewska J, Olejniczak M. Nauczanie etyki w uczelniach medycznych. Gdańsk 2007: 24–32 (in Polish).
 
13.
Hartman J. Prolegomena do teorii kompetencji. In: Nowa Krytyka, Czasopismo Filozoficzne. http://www.nowakrytyka.pl/spip. php?article167 (access 2009.08.08) (in Polish).
 
14.
Śniadkowski M. Kompetencje animacyjne nauczyciela szansą w oddziaływaniu wychowawczym. In: Gwoździcka-Piotrowska M, Zduniak A. Edukacja w społeczeństwie ryzyka. Bezpieczeństwo jako wartość. Poznań 2007: 159–163 (in Polish).
 
15.
Cushman F, Cahil D. Moral Sense Test. http://moral.wjh.harvard.edu/ (access 2011.10.10).
 
16.
Hock RR. 40 prac badawczych, które zmieniły oblicze psychologii, Czy jesteś człowiekiem moralnym? in: Kohlberg, L. (Ed). Powstawanie orientacji na porządek moralny u dzieci: Sekwencyjność rozwoju rozumowania moralnego. 1st Ed. Gdańskie Wydawnictwo Psychologiczne, Gdańsk 2003: 244–253 (in Polish).
 
17.
Catholic Information Agency. Religion training at school. http://www. niedziela.pl/wiad.php?p=201206&idw=108 (access date 01.03.2013).
 
18.
Pawlikowski J, Sak JJ, Marczewski K. Physicians’ religiosity and attitudes towards patients. Ann Agric Environ Med. 2012; 19(3): 503–507.
 
19.
Williams, J. R.. Medical ethics manual, 2nd Edition. The World Medical Association 2009. 20. Mijaljica G. Medical Ethics, Bioethics and Research Ethics Education Perspectives in South East Europe in Graduate Medical Education. Sci Eng Ethics. 2013, 14 (53): 1–6.
 
20.
Mizuno M. Confusion and ethical issues surrounding the role of Japanese midwives in childbirth and abortion: A qualitative study. Nursing and Health Sciences 2011; 13: 502–506.
 
21.
Henderson LJ. Physician and Patient as a Social System. New Eng J Med. 1935; 212: 819–823.
 
22.
Oser FK Kohlberg’s dormant ghosts: the case of education. J Moral Education. 1996; 25(3): 253–275.
 
23.
Perry W. Forms of intellectual and ethical development in the college years. Holt, Rinehart and Winston, New York 1968.
 
24.
Latif DA. The Relationship Between Ethical Dilemma Discussion and Moral Development. Am J Pharm Education. 2000; 64: 126 – 133.
 
25.
Curlin FA, Hall DE. Red medicine, blue medicine: Pluralism and the future of healthcare. http://divinity.uchicago.edu/m... publications/webforum/052005/commentary.shtml (access date: 2012.10.15).
 
26.
Glanzer D, Nipe G, Lind. Does Cross-Cultural Experience Foster Moral Judgment Competence in College Students? Poster presentation at the Meeting of the Association for Moral education (AME) in New York, November 2007.
 
27.
Auvinen J, Suominen T, Leino-Kilpi H, Helkama K. The development of moral judgement during nursing education in Finland. Nurse Education today 2004; 24:7, 538–546.
 
28.
Juujärvi S. The ethic of care development: A longitudinal study of moral reasoning among practical-nursing, social-work and law-enforcement students Scand J Psychol. 2006; 47(3): 193–202.
 
29.
Fernandes AK, Borges N, Rodabaugh H. Measuring cognitive outcomes in a pre-clinical bioethics course. Perspect Med Educ. 2012; 1: 92–97.
 
eISSN:1898-2263
ISSN:1232-1966
Journals System - logo
Scroll to top