An ethics core curriculum for Australasian medical Schools

Teaching ethics incorporates teaching of knowledge as well as skills and attitudes. Each of these requires different teaching and assessment methods. A core curriculum of ethics knowledge must address both the foundations of ethics and specific ethical topics. Ethical skills teaching focuses on the development of ethical awareness, moral reasoning, communication and collaborative action skills. Attitudes that are important for medical students to develop include honesty, integrity and trustworthiness, empathy and compassion, respect, and responsibility, as well as critical self-appraisal and commitment to lifelong education.     

Advanced medical ethics symposia for fifth-year students.

Case-based, multidisciplinary seminars provided a vehicle for clinicians, philosophers and students to debate current problems in medical ethics in a manner which ensured maximum learning and interest for all participants. Prior training in philosophical medical ethics was an essential prerequisite, giving students the knowledge and skills to take part in the discussions at an appropriate level of sophistication.     

Current arrangements for teaching medical ethics to undergraduate medical students.

Those teachers in contact with medical students from pre-clinical days onwards will impart their ethical views by example and by precept, but such learning by 'osmosis' is insufficient. There is a knowledge base to be imparted which will enrich the understanding of ethical judgements on clinical problems seen during the undergraduate years. However, the learning process continues after qualification and in particular the doctor's capacity to make ethical clinical judgements will evolve with maturity and experience. It is essential therefore that students see their teachers willing and able to debate ethical issues at the postgraduate level.     

从马斯洛的人类需求层次理论谈对学校行政管理人员的激励

本文从马斯洛的人类需求层次理论出发,讨论了各种需求在高校行政管理人员身上的体现,探讨如何运用这一理论对高校行政管理人员进行有效的激励.     

医学视角下培养医学生生态伦理意识的思考

环境污染、生态破坏已经成为危害人类生命健康与制约未来发展的至关重要的因素.本文对医学视角下培养医学生的生态伦理意识的必要性、可行性及具体途径进行了探讨,强调医学生在注重医疗实践和医学科学研究的过程中必须同时关注医学研究对象的社会生存状态,以增强优化人类生存环境、改善人类生存状态的理念.同时,培养医学生生态伦理意识对增进人类健康和促进医学事业的可持续发展具有重要的意义.     

Teaching medical ethics to medical students and GP trainees.

This paper relates two experiences of teaching medical ethics, the first to a small group of clinical medical students, the second to a larger group of GP trainees.     

医学视角下培养医学生生态伦理意识的思考

环境污染、生态破坏已经成为危害人类生命健康与制约未来发展的至关重要的因素.本文对医学视角下培养医学生的生态伦理意识的必要性、可行性及具体途径进行了探讨,强调医学生在注重医疗实践和医学科学研究的过程中必须同时关注医学研究对象的社会生存状态,以增强优化人类生存环境、改善人类生存状态的理念.同时,培养医学生生态伦理意识对增进人类健康和促进医学事业的可持续发展具有重要的意义.     

临床医学生医德医风教育现状及对策

医德医风教育是医院临床医学生教育的重要内容。加强医德医风建设,不仅有助于构建和谐医患关系,还可以提升医院品质,形成核心竞争力,促进医院的可持续发展。本文结合我院对医学生管理经验,分析其原因及现状,提出医学生医德医风教育的具体对策。     

医学生人文素质课程设置调查分析

为了加强人文素质教育,提高医学生综合素质水平,我们调查分析我校的实际情况和学生的需要,有针对性地提出开设人文科学知识选修课,拓宽医学生的知识面.     

The teaching of medical ethics to medical students.

Teaching medical ethics to medical students in a pluralistic society is a challenging task. Teachers of ethics have obligations not just to teach the subject matter but to help create an academic environment in which well motivated students have reinforcement of their inherent good qualities. Emphasis should be placed on the ethical aspects of daily medical practice and not just on the dramatic dilemmas raised by modern technology. Interdisciplinary teaching should be encouraged and teaching should span the entire duration of medical studies. Attention should be paid particularly to ethical problems faced by the students themselves, preferably at the time when the problems are most on the students' minds. A high level of academic demands, including critical examination of students' progress is recommended. Finally, personal humility on the part of teachers can help set a good example for students to follow.     

Integrating cost awareness with ethics in the undergraduate medical curriculum

The challenge to train medical students in cost awareness regarding medical care led to a program at the Oregon Health Sciences University that integrates concern for costs with medical ethics. Cost awareness is a perspective that balances the physician's ethical obligations toward individual patients with their duties toward society whose pooled resources pay for medical services. The program integrates the subject of cost awareness into major required courses spanning the four-year curriculum. First-year students see costs in the context of an overview of social aspects of medical care. For second-year students, cost awareness is incorporated into training in basic clinical skills. Third- and fourth-year students are shown the bill for one of their patients and analyze their ward experiences from the perspective of resource utilization. Junior and senior students examine the impact of the legal system and professional ethics on health care costs. Elective course work on cost awareness is also available.     

Students'' attitudes to ethics in the medical school curriculum.

A survey of 106 medical students assessing their interest in and attitudes to medical ethics in the curriculum is reported by the authors. Results indicate that 64 per cent of the students rated the importance of medical ethics to good medical care as high or critical and 66 per cent desired to learn more about the topic. However, in reports of patient encounters identifying ethical issues, less than six per cent of the students reported a frequency of more than one such patient encounter per week. The students also demonstrated a greater awareness of more obvious ethical issues than of more subtle, less publicised issues. When asked how medical ethics should be taught, the students clearly affirmed a desire for an integrated exposure to the subject throughout the medical curriculum. Possible implications of these findings for medical education are discussed.     

Multidisciplinary teaching in a formal medical ethics course for clinical students

A successful feature of the 4th-year curriculum in the Medical Faculty of the Queen's University, Belfast has been the development of interdisciplinary teaching in a three-week joint course to which several clinical departments contribute...Co-ordinated teaching of topics of common interest in small groups included, until the academic year 1987/88, a three-hour session on medical ethics. In the spring of 1987 the authors approached the Department of Philosophy at Queen's; subsequently proposals for a formal multidiscipinary course in medical ethics for 4th-year clinical students in the Medical Faculty, for the academic year 1987/88, were approved by the Education Committee of the Medical Faculty.