Fj Gutierrez

Bioethics has become a crucial discipline in higher education. This study aims to understand the institutionalization of bioethics within this field and examine documented initiatives related to its integration. To achieve this, a systematic mapping was conducted using Petersen and Kitchenham’s methodology, analysing 444 relevant articles. The results indicate a higher concentration of studies addressing the institutionalization of bioethics at the undergraduate level (40.5 per cent), with fewer publications focused on the postgraduate level (19.4 per cent). Most of the studies are concentrated in the health sciences (81.3 per cent), while the remainder are distributed among the social sciences, humanities, biological sciences, and engineering. The analysis revealed a significant lack of studies on comparative practices and the use of replicated experiences (2 per cent), as well as limited evidence on the institutionalization of bioethics research in higher education (10.3 per cent). These gaps underscore the need for further research in these areas. Additionally, the integration of active methodologies and educational technologies has enhanced bioethics programmes (21.4 per cent), fostering more interactive and engaged learning environments. This study highlights a critical gap in the implementation of bioethics based on empirically validated experiences. It proposes the development of an implementation model that adapts these experiences to different educational contexts. Cooperation between institutions and the creation of research networks are recommended as key strategies for sharing best practices, thereby facilitating the more effective and widespread integration of bioethics across various educational settings.

Bioethics emerged as a discipline in the 70s of the last century. One of its main objectives has been to analyze clinical cases that pose moral problems. This analysis is generally carried out by a multidisciplinary group, the Health Care Ethics Committee, which is comprised of ethical experts or healthcare providers assisted by a facilitator, depending on the context. Different methodologies are used in these situations. The deliberative method, in its various configurations, is the most widely used in many Committees. Identify whether the deliberative method is included in regulated undergraduate and postgraduate teaching; analyze whether a single model can be identified or whether there is heterogeneity in the proposals. A bibliographic review was carried out, following the scoping review method. With respect to the first objective, there is no evidence on the teaching and use of the deliberative method in the Faculties and Schools of Medicine and Nursing, the emphasis is placed on training oriented to the resolution of clinical cases and a certain deliberative proposal is developed from them, more pragmatic than ethical-philosophical. In relation to the second objective, differences are observed between the two most prevalent schools (D. Gracia and B. Molewijk), with the model proposed by Gracia being used more in the Spanish-speaking world, and Molewijk's model in the English-speaking world. It can be seen that D. Gracia's proposal is more philosophical and Molewijk's more pragmatic. Finally, it is considered pertinent to further disseminate the deliberative method and its advantages, as well as its potential for bioethics education.

Bioethics emerged as a discipline in the 70s of the last century. One of its main objectives has been to analyze clinical cases that pose moral problems. This analysis is generally carried out by a multidisciplinary group, the Health Care Ethics Committee, which is comprised of ethical experts or healthcare providers assisted by a facilitator, depending on the context. Different methodologies are used in these situations. The deliberative method, in its various configurations, is the most widely used in many Committees. Identify whether the deliberative method is included in regulated undergraduate and postgraduate teaching; analyze whether a single model can be identified or whether there is heterogeneity in the proposals. A bibliographic review was carried out, following the scoping review method. With respect to the first objective, there is no evidence on the teaching and use of the deliberative method in the Faculties and Schools of Medicine and Nursing, the emphasis is placed on training oriented to the resolution of clinical cases and a certain deliberative proposal is developed from them, more pragmatic than ethical-philosophical. In relation to the second objective, differences are observed between the two most prevalent schools (D. Gracia and B. Molewijk), with the model proposed by Gracia being used more in the Spanish-speaking world, and Molewijk's model in the English-speaking world. It can be seen that D. Gracia's proposal is more philosophical and Molewijk's more pragmatic. Finally, it is considered pertinent to further disseminate the deliberative method and its advantages, as well as its potential for bioethics education.