Oğuz, Neyyire YaseminKavas, Mustafa Volkan2022-04-212022-04-212008http://hdl.handle.net/20.500.12575/79254The purpose of this thesis study is to introduce narrative theory and narrative ethics approachto Turkish bioethics scholars and to question the efficacy of narrative methods in giving astructured part of ?approach to death and dying? ethics education. In the first section acomprehensive theoretical review was presented. In the second section a research study wasreported in which narrative methods were compared to other methods in terms of efficacy ineducating and teaching the skills and attitudes to students. The objective of the research was,whether in some certain context, to obtain specific and generalizable data about the role ofnarrative methods in medical ethics education. In addition to that, the secondary objective isto determine in which aspects the applied methods succeeded or failed regarding the topic of?approach to death and dying?.Within the framework of this research, small groups of medical students were given ethicseducation on the topic of ?approach to death and dying?, however for each of them adifferent method was applied. Students from 3rd, 4th, 5th and 6th grades of Ankara University,School of Medicine were included in the study. These students, who applied voluntarily,were divided randomly into three groups. The first group attended an education programusing the ?role play? method, the second group was educated by the ?seminar? method andthe third group was exposed to ?narrative? methods. Students who specifically volunteeredwere included in the fourth group, where they were not given any education and theycontinued their usual medical education without any intervention (control group). Before andafter the application of the education program, students from each group were asked to fill inthe ?attitude scale? which was prepared to measure the changes in the attitude, foreseenas theoutcome of the educational intervention (pre-test and post-test).After the educational phase, both whether the groups had showed any difference in theirattitudes and if so, in which direction each single group had changed were determined bycalculating their post-test points. According to these results, both role play group (Group 1)and narrative group (Group 3) showed a significantly ?less thanatophobic? attitude in all fourmeasured dimensions: 1) communication with dying patients and their relatives, 2) turningover the responsibility of care, 3) avoiding contact with the dying patient, 4) self-competencyperception. This means that role play and narrative methods are fully/most effective.However, the seminar method evoked a change in attitude only in two dimensions: turningover the responsibility of care and avoiding contact with the dying. It is obvious that roleplay method and narrative methods are more effective than seminar method in striving forthe change of attitude towards a less thanatophobic approach to death and dying.These results were discussed in detail from the point of view of efficacy of eachmethod/group and the reasons lying beneath them. In addition to that, this research studydemonstrates/proves that narrative methods have significant efficacy in medical ethicseducation.trTıbbı EtikDeontolojidoctoralThesis