Education Methods And Paths Of Professional Morality On Medical Students In Higher Vocational Colleges

ObjectiveThis paper will carry out a research about new teaching methods and paths in the light of the characteristics of medical vocational college students and the problems existing in the professional ethics education, and evaluate the efficacy and influence of the new teaching methods. The research will provide evidence for improving the quality of professional morality education in Medical Vocational Colleges.MethodsTo analyze the deficiency of the present professional ethics education, an investigation was carry out in 314 students of higher vocational college from 2010 grade who have accepted the traditional professional ethics education. In view of the insufficient on traditional professional ethics education methods in higher vocational college, a new method and path on professional morality education of medical students in higher vocational college was to be build by adjusting the curriculum modules, taking more case teaching and scene simulation, increasing professional social practice and humanistic post experience and constructing professional and humanism faculty. To analyze the impact of the new education methods and paths on the professional morality education on medical students, a questionnaire survey was carry out in 605 students of higher vocational college from 2012 grade who implement the new professional morality education method..We compare the investigation results between 2012 grade students and 2010 grade students from five aspects:evaluation on new professional morality education method, devotion degree on medical occupations, recognization on professional ethics, performance on doctor-patient's rights and obligations, doctor-patient communication ability and skills.ResultsThe investigation results showed that the present professional ethics education in medical vocational college students have some deficiency in the curriculum, teaching methods, teaching paths, as well as teaching staff. Students knew something about medical professional ethics but it was not enough. To solve these problems, we established new methods and new path of professional ethics education in higher vocational medical colleges by adjusted the course module, constructed 3-in-1 teaching method which mixed theory teaching, case-based teaching, and scenario simulation, increased student's professional social practice experience, and increased professional and humanistic harmony teaching staff. The survey results on 2012 grade students showed that the student's satisfaction degree on teachers and teaching effect of professional ethics courses has significant increase after the implementation of the new education method (P<0.05). In the process of medical morality education, the teaching methods on the professional social practice, experience of humanities, scene simulation were more likely to be accepted by the higher vocational medical students. Meanwhile, the students of 2012 grade were much better than the students of 2010 grade on the devotion degree on medical occupations, recognization on professional ethics, performance on doctor-patient's rights and obligations, doctor-patient communication ability and skills (P<0.05).ConclusionNew methods and paths significantly improve the professional morality education in higher vocational medical students. Synthetically measures on the curriculum, teaching methods, teaching paths, and teaching staff are effective teaching paths to enhance the level of professional morality on higher vocational medical students, and play positive roles in enhancing the level of medical students on devotion degree on medical occupations, recognization on professional ethics, performance on doctor-patient's rights and obligations, doctor-patient communication ability and skills. This research provides reliable evidences and efficient methods for the professional ethics education in higher vocational colleges.