Journal of Education and Health Promotion

Exploring medical ethics’ implementation challenges: A qualitative study

Document Type : Original Article

Authors

. Jannat Mashayekhi 1
. Mahboobeh Khabaz Mafinejad 2
. Tahereh Changiz 3
. Hamideh Moosapour 4
. Pooneh Salari 5
. Saharnaz Nedjat 6
. Bagher Larijani 7

1 Medical Ethics and History of Medicine Research Center, Tehran University of Medical Sciences, Tehran, Iran, Department of Medical Ethics, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran

2 Department of Medical Education, Education Development Center, Health Professions Education Research Center, Tehran University of Medical Sciences, Tehran, Iran,

3 Department of Medical Education, Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran

4 Evidence Based Medicine Research Center, Endocrinology and Metabolism Clinical Sciences Institute, Tehran University of Medical Sciences, Tehran, Iran

5 Medical Ethics and History of Medicine Research Center, Tehran University of Medical Sciences, Tehran, Iran

6 Department of Epidemiology and Biostatistics, School of Public Health, Tehran University of Medical Sciences, Tehran, Iran

7 Endocrinology and Metabolism Research Center, Medical Ethics and History of Medicine Research Center, Endocrinology and Metabolism Clinical Sciences Institute, Tehran University of Medical Sciences, Tehran, Iran

Abstract
BACKGROUND: Adherence to medical ethics principles by medical professionals is required to
improve health‑care system’s quality. Recognizing medical ethics’ challenges and attempting to
resolve them are important in the implementation of medical ethics in practice. This study aimed to
explore such challenges at Iran’s medical sciences universities in 2018.
MATERIALS AND METHODS: This descriptive, qualitative study utilized a conventional content
analysis approach for data analysis. This study was conducted using purposeful sampling from
participants with experience in teaching or practicing of medical ethics field, and by considering
maximum variety of disciplines (e.g., gynecology, internal medicine, surgery, and medical ethics). The
data were gathered using semi‑structured interviews. The interview guide was designed based on
previous research findings by two members of the research team and contained the main interview
questions and participants had the opportunity to express their perspectives in detail. Participants
were chosen from clinical and ethical faculty members as well as managers. The data collection
process continued until the data saturation stage, beyond which no new information or concept
achieved by continuing interviews.
RESULTS: After interviewing 14 faculty members and managers, findings were classified into 4
themes, 9 categories, and 42 sub‑categories; four main categories of medical ethics challenges are
affected by cognitive, educational, practical, and structural factors, respectively.
CONCLUSION: This study suggested that medical ethics’ cognitive and educational challenges can
alleviate using educational programs intended for improving qualitative and quantitative aspects of
medical ethics teaching for medical professionals ranging from students to faculty members. Medical
ethics’ structural and practical challenges are within policymaking and scheduling activities dealt with
through future researches by health‑care system’s managers and planners.

Keywords

Health‑care system
medical ethics
qualitative research
teaching
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Journal of Education and Health Promotion
Volume 11, Issue 2
February 2021
Pages 1-9

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