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<p>Ethical awareness is a crucial component of education for Biochemistry and Molecular Biology (BMB) students. However, there is a gap in the ethical training of biomedical professors, and a debate exists on whether ethical training should take precedence over technical-scientific education. To explore the state of ethical teaching at Brazilian universities, 34 BMB professors from 16 universities (8 public, 8 private) were interviewer about what could be done regarding such concerns in the student’s ethical training. A significant majority (85.29%) of professors agreed on the importance of ethical training for students’ character and career development, compared to 14.71% who prioritized technical-scientific teaching (<i>p</i> = 0.0035). Most professors who agreed with ethical training (65.51%) suggested contextualizing science education with real-world problems, while 37.93% recommended integrating ethics through interdisciplinary courses. This study reveals that while a minority of BMB professors undervalue ethical training, many support the teaching science in real-life contexts and using interdisciplinary approaches to enhance ethical awareness.</p>

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Perspective of Brazilian biochemistry and molecular biology professors about ethical training

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年8月6日

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  • Dorival Mendes Rodrigues-Junior

摘要

Ethical awareness is a crucial component of education for Biochemistry and Molecular Biology (BMB) students. However, there is a gap in the ethical training of biomedical professors, and a debate exists on whether ethical training should take precedence over technical-scientific education. To explore the state of ethical teaching at Brazilian universities, 34 BMB professors from 16 universities (8 public, 8 private) were interviewer about what could be done regarding such concerns in the student’s ethical training. A significant majority (85.29%) of professors agreed on the importance of ethical training for students’ character and career development, compared to 14.71% who prioritized technical-scientific teaching (p = 0.0035). Most professors who agreed with ethical training (65.51%) suggested contextualizing science education with real-world problems, while 37.93% recommended integrating ethics through interdisciplinary courses. This study reveals that while a minority of BMB professors undervalue ethical training, many support the teaching science in real-life contexts and using interdisciplinary approaches to enhance ethical awareness.