RESIDENTS ATTITUDES TO TRAINING IN ETHICS IN CANADIAN OBSTETRICS AND GYNECOLOGY PROGRAMS

Objective: To determine residents' attitudes toward their current trai ning in ethics, including their preferred learning format, time commit ment, and the influences of training and personal background on their views and decision-making process. Method: All 203 residents from Engl ish-speaking Canadian obstetrics and gynecology programs were mailed a n 18-question, numerical-response questionnaire in prestamped return e nvelopes. One hundred thirty-one residents (64.5%) responded (81 to th e first mailing and 50 to the second). Results: The number of hours in the residency program devoted to ethical issues correlated positively with the residents' perception of the residency program in shaping th eir ethical views (P = .015, r = 0.22). Of the respondents, 44.7% pref erred case presentations as their learning format and 30.7% ranked sem inars as their first choice. informal discussions and rounds were less popular, and lectures were considered least appropriate by 69.3%. Whe n asked what most influenced the residents' ethical decision-making pr ocess, 34.2% indicated family views, 17.1% undergraduate teaching, 15. 4% religious background, 12.8% views of consulting staff, 11.1% reside ncy training, and 9.4% peer attitudes. Sixty-eight percent of resident s felt that their training in ethics during their residency program sh ould be increased; this may reflect response bias. A position of consc ience conflict during residency training was reported by 28.9% of resi dents. Conclusion: Findings from this survey support the benefit of mo re discussion of ethical issues during residency programs, particularl y with the use of case presentations.