|Znanstveno / umjetničko
područje, polje i grana
|INTERDISCIPLINARNA PODRUČJA ZNANOSTI
Integrativna bioetika (prirodne, tehničke, biomedicina i zdravstvo, biotehničke, društvene, humanističke znanosti)
Work purpose: to present and analyze pedagogical strategies and the communicational approach to definitions of bioethics, a mutual part of the bioethics contents being realized on the university studies of Dentistry, Organization, Planning and Management in Healthcare, and professional studies of Medical Radiology at the Medical School in Rijeka. Methods: the method of content analysis was used to research and present encyclopaedic and some authorial definitions of bioethics, with special emphasis on definitions of bioethics by authors – bioethicists from Croatia, the method of pattern 1: included the curriculum of, Medical Ethics and Bioethics and the Ethics of Healthcare ., and researched standpoints of forty-five students educating themselves in studies where bioethics courses are being realized. The pattern is specifically stratified because it: a) included students whose curriculum is being realized in shifts – intensive lectures in a duration of two weeks, and those whose lectures are being realized each week during one semester ; b) different year of education (Dentistry – second year students, Organization, Planning and Management in Healthcare and Medical Radiology – first year students) 2. The scale of assessment was used to research and obtain standpoints of students on the contents of the curriculum, methods of its performance, and the achieved level of communication among the students and communication with the professor. Expected results: the presented method of work and results obtained by the scale of assessment should display the acceptability and successfulness of the presented pedagogical-methodological means of work and point out to weaknesses and deficiencies, and finally conclude the extent to which the presented concept, and approaches to the actualization of the definitions of bioethics contribute to the realization of dialogue and communication in which students simultaneously experience the curriculum as necessary, useful, interesting, and one that may motivate them to think, exchange ideas and offer possible solutions. The scale of assessment should point out to different standpoints of students depending on the length of their study (year of study) and commitment to a method of class realization (in shifts and/or weeks throughout the whole semester).