Development of Professional Ethics Curriculum in the Operating Room for the Current Era of Surgery: A Mixed Method Study

Introduction: The rapid advancement of intricate technologies and the emergence of novel surgical methodologies necessitate nuanced ethical decision-making under high-stress scenarios. Consequently, cultivating an understanding of professional ethics within the surgical environment is crucial for all practitioners involved in patient care. This study was initiated with the aim of designing a comprehensive curriculum for Iranian medical schools, focusing on professional ethics within the operating room. Methods: This mixed-method exploratory research was executed in distinct qualitative and quantitative phases. The first stage involved conducting 12 structured interviews with Iranian faculty members who were experts in education of professional ethics and operating room staffs for assessing the current needs and reviewing extant curricula. The subsequent quantitative phase entailed evaluating the elements of each curriculum axis via the Delphi method. Results: The qualitative phase led to the identification of 45 primary codes, 14 subcategories, and 5 primary categories. The quantitative phase confirmed 3 instructional goal domains, 12 instructional content areas, 8 teaching methodologies, and 10 evaluation methods through the Delphi process. These confirmed components were eventually incorporated into various theoretical and clinical courses as longitudinal integration themes. Conclusion: Based on our findings, we recommend the development of educational objectives targeting cognitive, affective, and psychomotor domains and the longitudinal integration of a professional ethics course

Development of Professional Ethics Curriculum in the Operating Room for the Current Era of Surgery: A Mixed Method Study

Introduction : Les progrès rapides des technologies complexes et l’émergence de nouvelles méthodologies chirurgicales nécessitent une prise de décision éthique nuancée dans des scénarios très stressants. Par conséquent, la compréhension de l’éthique professionnelle dans l’environnement chirurgical est cruciale pour tous les praticiens impliqués dans les soins aux patients. Cette étude a été lancée dans le but de concevoir un programme complet pour les facultés de médecine iraniennes, axé sur l’éthique professionnelle au sein de la salle d’opération. Méthodes : Cette recherche exploratoire à méthode mixte a été exécutée en phases qualitatives et quantitatives distinctes. La première étape a consisté à mener 12 entretiens semi-structurés avec des professeurs iraniens experts dans la formation à l'éthique professionnelle et le personnel des salles d'opération afin d'évaluer les besoins actuels et d'examiner les programmes existants. La phase quantitative suivante a consisté à évaluer les éléments de chaque axe du programme d’études par le biais de la méthode Delphi. Résultats : La phase qualitative a permis d’identifier 45 codes primaires, 14 sous-catégories et 5 catégories primaires. La phase quantitative a confirmé 3 domaines d’objectifs pédagogiques, 12 domaines de contenu pédagogique, 8 méthodologies d’enseignement et 10 méthodes d’évaluation par le biais du processus Delphi. Ces éléments confirmés ont finalement été incorporés dans divers cours théoriques et cliniques en tant que thèmes d’intégration longitudinale. Conclusion : Sur la base de nos résultats, nous recommandons l’élaboration d’objectifs pédagogiques ciblant les domaines cognitif, affectif et psychomoteur et l’intégration longitudinale d’un cours d’éthique professionnelle.Introduction: The rapid advancement of intricate technologies and the emergence of novel surgical methodologies necessitate nuanced ethical decision-making under high-stress scenarios. Consequently, cultivating an understanding of professional ethics within the surgical environment is crucial for all practitioners involved in patient care. This study was initiated with the aim of designing a comprehensive curriculum for Iranian medical schools, focusing on professional ethics within the operating room. Methods: This mixed-method exploratory research was executed in distinct qualitative and quantitative phases. The first stage involved conducting 12 structured interviews with Iranian faculty members who were experts in education of professional ethics and operating room staffs for assessing the current needs and reviewing extant curricula. The subsequent quantitative phase entailed evaluating the elements of each curriculum axis via the Delphi method. Results: The qualitative phase led to the identification of 45 primary codes, 14 subcategories, and 5 primary categories. The quantitative phase confirmed 3 instructional goal domains, 12 instructional content areas, 8 teaching methodologies, and 10 evaluation methods through the Delphi process. These confirmed components were eventually incorporated into various theoretical and clinical courses as longitudinal integration themes. Conclusion: Based on our findings, we recommend the development of educational objectives targeting cognitive, affective, and psychomotor domains and the longitudinal integration of a professional ethics course