Bioethics in Primary Health Care: A Bayesian Approach to Conceptual Dichotomy.

IntroductionMedical education aims to train professionals whose theoretical values translate into prudent clinical practice. However, concern persists regarding the disconnection between bioethics teaching and actual performance. The objective of this study was to quantify, through a Bayesian re-analysis, the strength of evidence regarding bioethical knowledge among a Primary Health Care teaching staff. MethodsA cross-sectional study was conducted on teaching physicians at the "Dr. Carlos J. Finlay" University Polyclinic (historical baseline, 2012). Given the limited sample size (n=12), robust Bayesian inference (Binomial Test with Jeffreys prior) was employed to calculate the Bayes Factor (BF), evaluating the hypothesis of sufficient knowledge ({theta} > 0.5) against chance. ResultsA marked conceptual dichotomy was demonstrated. The principle of Beneficence yielded 10/12 correct answers, providing Strong Evidence (BF+0 = 8.13) in favor of solid knowledge. In dramatic contrast, the application of Non-Maleficence (Prudence) resulted in 0 correct answers, showing Extreme Evidence (BF0+ = 1320.3) in favor of a lack of knowledge regarding clinical application. ConclusionsThe Bayesian analysis empirically confirmed a critical gap: mastery of traditional theoretical principles does not guarantee practical prudential judgment. A curricular revision prioritizing deliberative ethics is suggested to integrate formal principles with the clinical prudence necessary in Primary Health Care.