Developing an innovative medical ethics and law curriculum-constructing a situation-based, interdisciplinary, court-based learning course: a mixed methods study

• Published in: BMC medical education 2022-04, Vol.22 (1), p.284-284, Article 284
• Main Authors: Chen, Wan-Ting, Fu, Chung-Pei, Chang, Yan-Di, Shiao, Yi-Chih, Chen, Po-Yi, Wang, Chih-Chia
• Format: Article
• Language: English
• Subjects: Analysis; Attitudes; Attorneys; Coding; Course Content; Court and litigation; Court hearings & proceedings; Court Litigation; Curricula; Curriculum; Direct Instruction; Education, Medical, Undergraduate - methods; Educational Development; Ethics; Ethics, Medical; Experiential learning; Faculty Development; Feedback; Feedback (Response); Flow Charts; Humans; Instructional Materials; Interdisciplinary; Interdisciplinary aspects; Knowledge; Lawyers; Learning; Learning Theories; Legal Education (Professions); Mediation; Medical education; Medical ethics; Medical law; Medical law education; Medical research; Methods; Mixed methods research; Physician and patient; Physician Patient Relationship; Questionnaires; Researchers; Role Playing; Situation-based learning; Student Motivation; Students; Students, Medical; Study and teaching; Teaching; Teaching Methods
• ISSN: 1472-6920; 1472-6920
• DOI: 10.1186/s12909-022-03349-z

Traditional lecture-based medical ethics and law courses deliver knowledge but may not improve students' learning motivation. To bridge this theory-to-practice gap and facilitate students' learning effectiveness, we applied situated-learning theory to design an interdisciplinary court-based learning (CBL) component within the curriculum. Our study aimed to investigate students' learning feedbacks and propose a creative course design. A total of 135 fourth-year medical students participated in this course. The CBL component included 1 h of introduction, 1 h of court attendance, and 2 h of interdisciplinary discussion with senior physicians, judges, and prosecutors. After the class, we conducted a survey using a mixed-methods approach to gauge students' perceptions of engagement, performance, and satisfaction. A total of 97 questionnaires were received (72% response rate). Over 70% of respondents were satisfied and felt that the class was useful except for role-playing activities (60%). More than 60% reported a better understanding of the practical applications of medical law. Approximately half (54%) reported less anxiety about medical disputes. 73% reported that the lecture provided awareness of potential medical disputes, and most respondents expressed an interest in medical law courses after the court visit (78%). 80% of the respondents were able to display empathy and apply mediation skills. Qualitative analyses showed that students demonstrated new knowledge, including recognizing the significance of the medical profession, distinguishing the importance of physician-patient communication, having confidence in the fairness of the justice system, and being willing to increase their legal knowledge. CBL curriculum increases students' learning motivation in strengthening medical professionalism and medical law, develops students' empathy for patients and communication skills, as well as builds up students' trust in the justice system. This novel course design can be applied to teach medical ethics and law.