Toojan E Qadoura, Omar F Khabour, Karem H Alzoubi, Wael K Al-Delaimy
These findings highlight elevated anxiety and sleep disturbance during early medical training, underscoring the need for targeted well-being interventions. Medical schools should consider integrating routine mental health check-ins and accessible support pathways to facilitate earlier recognition and management of student anxiety.
BACKGROUND: Teaching medical ethics is a fundamental component of medical education, shaping the professional identity of future healthcare providers. This study examined the awareness and attitudes of health faculty members towards medical ethics in Jordan.
METHODS: The study utilized a "cross-sectional" approach and targeted health sciences faculty at academic institutions. The study was conducted during the second half of 2024. An online survey was administered using "Google Forms" via professional e-mails and social media platforms.
RESULTS: In this study,420 faculty members were recruited to assess their knowledge and attitudes toward medical ethics. Among participants, 65.2% self-reported having adequate awareness of the importance and principles of medical ethics, while 92.4% exhibited positive attitudes toward medical ethics. Prior training in ethics was the major predictor of adequate awareness (3.49 [1.58-7.67], P<0.01), and positive attitudes (5.33 [2.05-13.86], P<0.01). Employment sector (4.16 [1.56-11.09], P<0.05) and academic rank (0.06 [0.01-0.39], P<0.01) were associated with attitudes toward medical ethics (P<0.05).
CONCLUSION: Health sciences faculty have adequate awareness and positive attitudes towards medical ethics education. Prior training in ethics was positively correlated with awareness levels and attitudes toward medical ethics education. These findings can inform interventions to enhance medical ethics education in universities in Jordan.