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Advisor(s)
Abstract(s)
Contexto: Não há concordância sobre se programas que visam os maiores tópicos em
Bioética são mais ou menos úteis do que aqueles que reconhecem e se focam nas
preocupações éticas e morais quotidianas dos profissionais. Neste sentido, tem-se como
propósito deste estudo perceber qual a importância do ensino da Bioética/Ética médica
no quotidiano profissional dos Técnicos de Saúde.
Metodologia: A recolha de dados foi efectuada em plataforma online, durante 40 dias. Ao
fim deste período obtivemos 1290 respostas válidas (362 ACSP, 321 RAD e 607 FISIO).
Resultados; O questionário (IEB), construído e validado pelos autores, obteve uma
consistência interna de 0,96 e uma consistência temporal de 0,95. O IEB apresentou 5
subescalas que avaliam a Intensidade dos Questionamentos Morais, a Frequência dos
Questionamentos Morais, a Satisfação com o Trabalho e Envolvimento nas Decisões, a
Dificuldade na Reflexão Ética e a Frequência na Reflexão Ética (CMIN/DF=4,924;
SRMR=0,093). Os profissionais com formação específica em Bioética estão
significativamente mais envolvidos na tomada de decisão ética e apresentam maior
intensidade e frequência nos questionamentos morais (p<0,05), embora o tempo de
formação não interfira nesta relação. No que diz respeito à formação específica em
Deontologia, os profissionais com este tipo de formação, têm significativamente menos
dificuldade na reflexão ética e mais dificuldade nos questionamentos morais. Verificouse
também que, quanto menos tempo de formação, menor a satisfação e envolvimento na
tomada de decisão ética e maior a intensidade e a frequência nos questionamentos morais.
Quanto ao número de disciplinas de Bioética/Ética médica verifica-se que influenciam
positivamente o envolvimento na tomada de decisão ética, na frequência e na intensidade
dos questionamentos morais.
Conclusões. Pensamos estar criado um espaço para uma discussão aprofundada da gestão
das práticas pedagógicas que permitam aos alunos, futuros profissionais, obter uma maior
capacidade para construírem e aplicarem conhecimentos perante as variadas formações
para a tomada de decisão ética. Ela passa pela intensidade, frequência e dificuldade que
a mesma implica e, daí a necessidade do incremento desta reflexão de forma a incluir os
assuntos éticos no quotidiano dos profissionais.
Introduction: There is no agreement on whether programs aimed at the major topics in Bioethics are more or less useful than those that recognizes and focuses in everyday moral concerns of professionals. The purpose of this study is to realize how important is the teaching of Bioethics/Medical Ethics in professional quotidian of health technicians. Methodology: Data collection was carried out in online platform and was available for 40 days. At the end of this period we obtained 1290 valid responses (ACSP 362, RAD 321 and FISIO 607). The questionnaire (IEB), developed and validated by the authors obtained an internal consistency of 0.96 and temporal consistency of 0.95. The IEB presented five subscales that assess Moral Intensity Questionings, Moral Frequency Questionings, Satisfaction with Work and Involvement in Decisions, Difficulty in Ethical Reflection and the Frequency in Ethics Reflection (CMIN / DF = 4,924; SRMR = 0.093). Professionals with specific training in Bioethics are significantly more involved in ethical decision making and have greater intensity and frequency in moral questions (p <0.05), although the training time does not interfere in this relationship. With regard to specific training in Deontology, professionals with this type of education, have significantly less difficulty in ethical reflection and more difficulty in moral questionings. It was also found that the less training time, less satisfaction and involvement in ethical decision making and greater intensity and frequency in moral questionings. With regard to the number of Bioethics / Medical Ethics disciplines we found that they positively influence the engagement in ethical decision making, in the frequency and intensity of moral questions. Conclusions: A space for a thorough discussion of the management of teaching practices that allow students, future professionals, to achieve greater capacity to build and apply knowledge in the face of varied backgrounds for ethical decision making was created. It goes by the intensity, frequency and difficulty it entails and hence the need to increase this reflection to include ethical issues in the daily lives of professionals.
Introduction: There is no agreement on whether programs aimed at the major topics in Bioethics are more or less useful than those that recognizes and focuses in everyday moral concerns of professionals. The purpose of this study is to realize how important is the teaching of Bioethics/Medical Ethics in professional quotidian of health technicians. Methodology: Data collection was carried out in online platform and was available for 40 days. At the end of this period we obtained 1290 valid responses (ACSP 362, RAD 321 and FISIO 607). The questionnaire (IEB), developed and validated by the authors obtained an internal consistency of 0.96 and temporal consistency of 0.95. The IEB presented five subscales that assess Moral Intensity Questionings, Moral Frequency Questionings, Satisfaction with Work and Involvement in Decisions, Difficulty in Ethical Reflection and the Frequency in Ethics Reflection (CMIN / DF = 4,924; SRMR = 0.093). Professionals with specific training in Bioethics are significantly more involved in ethical decision making and have greater intensity and frequency in moral questions (p <0.05), although the training time does not interfere in this relationship. With regard to specific training in Deontology, professionals with this type of education, have significantly less difficulty in ethical reflection and more difficulty in moral questionings. It was also found that the less training time, less satisfaction and involvement in ethical decision making and greater intensity and frequency in moral questionings. With regard to the number of Bioethics / Medical Ethics disciplines we found that they positively influence the engagement in ethical decision making, in the frequency and intensity of moral questions. Conclusions: A space for a thorough discussion of the management of teaching practices that allow students, future professionals, to achieve greater capacity to build and apply knowledge in the face of varied backgrounds for ethical decision making was created. It goes by the intensity, frequency and difficulty it entails and hence the need to increase this reflection to include ethical issues in the daily lives of professionals.
Description
Keywords
Bioética Deontologia Formação Tecnologias da saúde Bioethics Ethics Education Health technologies