目的 了解麻醉学专业本科生麻醉伦理认知、决策力自评及教学情况,为提升麻醉伦理教育提供借鉴。方法 2023年6至7月对福建医科大学2017～2020级五年制麻醉学专业242名本科生进行问卷调查,了解不同学习阶段学生的麻醉伦理认知倾向。采用单因素方差分析、 χ²检验分析数据。结果 学生对患者福祉始终放在首位[(4.50±0.95)分]、保护患者隐私信息[(5.02±0.78)分]等15个麻醉伦理条目的认知均为正性(4～<5分)或强正性(5～6分);不同学习阶段学生对在术前和术中维护患者尊严等条目的认知评分差异具有统计学意义[基础、基础-临床和临床阶段学生评分分别为(4.96±0.75)分、(5.07±0.86)分、(5.14±0.74)分,P＜0.05]。学生麻醉伦理困境的决策力[(3.85±1.01)分]及法律知识[(3.57±1.24)分]自评为中性(>3分～<4分);不同学习阶段学生对麻醉伦理道德困境的恐惧差异具有统计学意义[基础、基础-临床和临床阶段学生评分分别为(4.29±0.82)分、(4.49±0.85)分、(4.75±0.69)分,P＜0.05]。有130名(53.7%)学生希望学校更加重视麻醉伦理教育,仅57名(23.6%)学生认为伦理学决策技能已得到充分传授。结论 麻醉学专业本科生总体麻醉伦理认知水平较高,临床实践有利于麻醉伦理素养的提升。麻醉伦理教育应正视伦理适应不良和认知落差,以伦理决策力为导向,深化医文结合,加强专业课程伦理实践和引导,强化临床见实习相关伦理内容和技能传授。

Objective To evaluate the anesthesia ethics cognition, decision-making capacity self-assessment, and teaching situation of undergraduates major in anesthesia, and to provide reference for improving anesthesia ethics education. Methods From June 2023 to July 2023, a questionnaire survey covered 242 five-year undergraduates from Grade 2017 to 2020 majoring in anesthesiology at Fujian Medical University to understand the cognitive tendencies of anesthesia ethics among students at different learning stages. One-way ANOVA and Chi-square test were used to compare the differences. Results Students′ perceptions of 15 anesthesia ethics items, including always putting patient well-being first (4.50±0.95) and protecting patient privacy information (5.02±0.78), are all positive (4 to<5 ) or strongly positive (5 to 6); The cognitive scores for maintaining patient dignity before and during surgery among students at different learning stages were different [basic, basic clinical, and clinical stage student scores are (4.96±0.75), (5.07±0.86), and (5.14±0.74), respectively, P<0.05]. The decision-making ability of students in the ethical dilemma of anesthesia (3.85±1.01) and legal knowledge (3.57±1.24) were rated as neutral (>3 to <4); The fear of ethical and moral dilemmas in anesthesia among students at different learning stages were different [basic, basic clinical, and clinical stage student scores are (4.29±0.82), (4.49±0.85), and (4.75±0.69), respectively, P<0.05]. 130 students (53.7%) hoped that the school would pay more attention to anesthesia ethics education, while only 57 students (23.6%) believed that ethical decision-making skills had been fully taught. Conclusions The anesthesia ethics cognition of undergraduates is generally satisfactory. Clinical practice could improve anesthesia ethics attainment. Anesthesia ethics education should face ethical maladaptation and cognitive gap, deepen the combination of medicine and humanity education, strengthen the ethical practice and guidance in anesthesia courses, and expanded the ethical content and skill teaching related to clinical practice.