Evaluation of Medical Ethics Education in Public Medical Schools in Addis Ababa: a Mixed-Methods Study
| dc.contributor.advisor | Getachew,Sefonias(MPH, PhD) | |
| dc.contributor.advisor | Addissie,Adamu(MD, MPH, MA, PhD) | |
| dc.contributor.author | Yigremachew,Simon | |
| dc.date.accessioned | 2026-06-22T16:05:04Z | |
| dc.date.available | 2026-06-22T16:05:04Z | |
| dc.date.issued | 2025-05 | |
| dc.description.abstract | Background: Medical ethics education plays a crucial role in equipping physicians to manage the ethical challenges encountered in patient care. Although medical ethics has been formally integrated into the curricula of most Ethiopian medical schools, the quality, consistency, and impact of its implementation remain insufficiently explored. Objective: The objective of this study is to assess how medical ethics education is implemented in public medical schools in Addis Ababa. Methods: A mixed-methods cross-sectional design was utilized. Quantitative data were obtained from 302 students using a structured questionnaire administered via face-to-face interviews. Stratified random sampling was used to select participants, ensuring representation across academic years and institutions. Twelve key informants participated in interviews guided by a semi-structured tool. Quantitative data were analyzed using SPSS version 27, employing descriptive statistics, independent t-tests, ANOVA, and multiple regression analysis. Qualitative data were thematically analyzed using Dedoose version 10. Results: Composite scores (on a 5-point Likert scale) indicated strong understanding of ethical principles (Mean = 3.98/5) and professional behavior (Mean = 4.01/5), but only moderate preparedness to manage ethical challenges (Mean = 3.48/5). Regression analysis revealed that preparedness was significantly associated with content coverage (β = 0.325, p < 0.001), ethical reasoning skills (β = 0.146, p = 0.023), and clarity of instruction (β = 0.144, p = 0.010). Qualitative findings highlight gaps in curriculum integration, limited faculty training, and a lack of experiential learning. Both students and faculty emphasized the need for longitudinal teaching, participatory methods, and standardized national guidance. Conclusions: While students possess strong ethical knowledge, they feel only moderately prepared to navigate ethical dilemmas in clinical practice. Ethics education must evolve from theory-driven instruction to applied, contextually relevant, and clinically integrated learning. | |
| dc.identifier.uri | https://etd.aau.edu.et/handle/123456789/8553 | |
| dc.language.iso | en_US | |
| dc.publisher | Addis Ababa University | |
| dc.subject | Medical ethics education | |
| dc.subject | clinical preparedness | |
| dc.subject | faculty perspectives | |
| dc.subject | curriculum delivery | |
| dc.subject | Ethiopia. | |
| dc.title | Evaluation of Medical Ethics Education in Public Medical Schools in Addis Ababa: a Mixed-Methods Study | |
| dc.type | Thesis |