Bioethics training in health sciences

Abstract

This study arose from an interest in bioethics training programs in health sciences. <em><strong>Objectives:</strong><em> Based on the analysis of courses, it aims to identify aspects that motivate teaching, as well as issues, evaluation and teaching-learning strategies (TLS), and recommendations for improving teaching and learning in this field. <em><strong>Methodology:</strong><em> Literature search and selection of articles in different databases, such as SciELO, PubMed, and EBSCO. <em><strong>Results:</strong><em> 37 articles and additional information from other documents were included. <em><strong>Conclusions:</strong><em> Courses respond to ethical issues raised by the advance of science and technology, changes in context, changes in health systems, protection of the welfare and quality of life of patients, and the need to strengthen principles and values related to professionalism and identification, reasoning and moral decision-making. The issues were in tune with these motivations. The TLSs were: case studies, use of texts, multimedia and information and communication technology (ICT), problem-based learning, casuistry, and e-learning. There was little evidence on evaluation and this was no different from traditional evaluations based on instruments. Some guidelines for the qualification of educational processes in bioethics in health sciences were proposed.