scholarly journals Virtue and medical ethics education

2021 ◽  
Vol 16 (1) ◽  
Author(s):  
Will Lyon
Keyword(s):  
Medical Ethics ◽  
Ethics Education ◽  
The United States ◽  
School Curriculum ◽  
Clinical Rotations ◽  
Science And Art ◽  
Body Of Knowledge ◽  
Medical Ethics Education ◽  
Traditional Structure ◽  
Ethics Curriculum

AbstractThe traditional structure of medical school curriculum in the United States consists of 2 years of pre-clinical study followed by 2 years of clinical rotations. In this essay, I propose that this curricular approach stems from the understanding that medicine is both a science, or a body of knowledge, as well as an art, or a craft that is practiced. I then argue that this distinction between science and art is also relevant to the field of medical ethics, and that this should be reflected in ethics curriculum in medical education. I introduce and argue for virtue ethics as the best opportunity for introducing practical ethical knowledge to medical trainees.

scholarly journals An interprofessional cohort analysis of student interest in medical ethics education: A survey-based quantitative study

2019 ◽  
Author(s):  
Mikalyn T DeFoor ◽  
Yunmi Chung ◽  
Julie K Zadinsky ◽  
Jeffrey Dowling ◽  
Richard W Sams II
Keyword(s):  
Medical Ethics ◽  
Teaching Methods ◽  
Ethics Education ◽  
Cohort Analysis ◽  
Unmet Need ◽  
The United States ◽  
Successful Implementation ◽  
Graduate Level ◽  
Medical Ethics Education ◽  
Ethics Curriculum

Abstract Background: There is continued need for enhanced medical ethics education across the United States. In an effort to guide medical ethics education reform, we report the first interprofessional survey of a cohort of graduate medical, nursing and allied health professional students that examined perceived student need for more formalized medical ethics education and assessed preferences for teaching methods in a graduate level medical ethics curriculum. Methods: In January 2018, following the successful implementation of a peer-led, grassroots medical ethics curriculum, student leaders under faculty guidance conducted a cross-sectional survey with 562 of 1,357 responses received (41% overall response rate) among students enrolled in the School of Medicine, College of Nursing, Doctor of Physical Therapy and BS/(D)MD Professional Scholars programs at the [Name of institution blinded for review]. An in person or web-based questionnaire was designed to measure perceived need for a more in-depth medical ethics curriculum. Results: The majority of respondents were female (333, 59.3%), white (326, 58.0%) and mid-20s in age (340, 60.5%). Almost half of respondents (47%) reported no prior medical ethics exposure or training in their previous educational experience, while 60% of students across all degree programs reported an interest in more medical ethics education and 92% noted that an understanding of medical ethics was important to their future career. Over a quarter of students (28%) were interested in pursuing graduate-level training in medical ethics, with case-based discussions, small group peer settings and ethics guest lectures being the most desired teaching methods. Conclusions: The future physician, nursing and physical therapist workforce in our medical community demonstrated an unmet need and strong interest for more formal medical ethics education within their current coursework. Grassroots student-driven curricular development and leadership in medical ethics can positively impact medical education. Subsequent integration of interprofessional training in medical ethics may serve as a vital curricular approach to improving the training of ethically competent healthcare professionals and overcoming the current hierarchical clinical silos.

scholarly journals An interprofessional cohort analysis of student interest in medical ethics education: A survey-based quantitative study

2019 ◽  
Author(s):  
Mikalyn T DeFoor ◽  
Yunmi Chung ◽  
Julie K Zadinsky ◽  
Jeffrey Dowling ◽  
Richard W Sams II
Keyword(s):  
Education Reform ◽  
Medical Ethics ◽  
Teaching Methods ◽  
Ethics Education ◽  
Cohort Analysis ◽  
Unmet Need ◽  
The United States ◽  
Medical Community ◽  
Graduate Level ◽  
Medical Ethics Education

Abstract Background : There is continued need for enhanced medical ethics education across the United States, particularly in an interprofessional setting. In an effort to guide medical ethics education reform, we report the first interprofessional survey of a cohort of graduate medical, nursing and allied health professional students that examined perceived student need for more formalized medical ethics education and assessed preferences for teaching methods in a graduate level bioethics curriculum. Methods : In January 2018, a cross-sectional survey was conducted with 562 of 1,357 responses received (41% overall response rate) among students enrolled in the School of Medicine, College of Nursing, Doctor of Physical Therapy and BS/(D)MD Professional Scholars programs at the [Name of institution blinded for review]. An in person or web-based questionnaire was designed to measure perceived need for a more structured bioethics curriculum. Results : The majority of respondents were female (333, 59.3%), white (326, 58.0%) and mid-20s in age (340, 60.5%). Almost half of respondents (47%) reported no prior medical ethics exposure or training in their previous educational experience, while 60% of students across all degree programs reported an interest in more ethics education and 92% noted that an understanding of medical ethics was important to their future career. Over a quarter of students (28%) were interested in pursuing graduate-level training in medical ethics, with case-based discussions, small group peer settings and ethics guest lectures being the most desired teaching methods. Conclusions : The future physician, nursing and physical therapist workforce in our medical community demonstrated an unmet need and strong interest for more formal medical ethics education within their current coursework. Integration of interprofessional training in medical ethics may serve as a vital curricular approach to improving the training of ethically competent healthcare professionals and overcoming the current hierarchical clinical silos.

TEACHING MEDICAL ETHICS IN LEADING UNIVERSITIES OF CHINA

2021 ◽  
pp. 61-64
Author(s):  
Dudina O.V.
Keyword(s):  
Medical Education ◽  
Medical Ethics ◽  
Ethics Education ◽  
Professional Competence ◽  
The United States ◽  
Teaching Ethics ◽  
Chinese Universities ◽  
School Of Medicine ◽  
Medical Ethics Education ◽  
Education In China

The article examines the issue of teaching medical ethics in leading Chinese universities in the training of medical professionals and found that medical ethics courses for physicians are an innovation for Chinese medical high schools. Due to different cultural traditions, researchers of Chinese medical ethics hold conflicting views on the scientific importance and practical necessity of medical ethics and bioethics. The study found that medical ethics education in China has gradually adapted the experience of leading countries such as the United States and the United Kingdom in teaching ethics. China is now in the process of discussing how to develop its own traditional ethics in the context of globalization. It is established that in the program of masters in medicine the formation of ethical knowledge is a mandatory subject. The teaching of medical ethics takes place not only while studying in Chinese universities, but is a long-term lifelong process in which the student summarizes the results of their efforts, combining moral reflection, learning and leadership. The article analyzes the methods and content of teaching medical ethics, which include relevant cultural, social and personal development, and the education of masters in medicine at Chinese universities.Teaching ethics in medical universities is a relatively new area of medical education in China, ethics curricula have different levels of development. In order to determine the peculiarities in the contents of curricula, teaching and learning methods, forms of evaluation and quality of teaching ethics in China, it was analyzed ethical education in several leading medical universities in China: Wuhan University School of Medicine, Guangzhou Medical University and Peking University School of Medicine. In the process of scientific research on the teaching of ethics in universities, it was found that medical ethics for some time was part of the mandatory course of disciplines, with a strong tendency to emphasize the correct ideological thinking of future physicians.Key words: specialist in medicine, medical ethics, master’s degree, higher medical education in China, professional competence of doctor.

scholarly journals Paediatric Residents and Fellows Ethics (PERFEct) survey: perceptions of European trainees regarding ethical dilemmas

2021 ◽  
Author(s):  
M. C. den Boer ◽  
A. Zanin ◽  
J. M. Latour ◽  
J. Brierley
Keyword(s):  
Medical Education ◽  
Medical Ethics ◽  
Ethics Education ◽  
Ethical Dilemmas ◽  
Moral Dilemmas ◽  
Ethics Training ◽  
Healthcare Team ◽  
Medical Ethics Education ◽  
European Paediatric ◽  
Future Practice

AbstractWith an increasingly complex healthcare environment, ethics is becoming a more critical part of medical education. We aimed to explore European paediatric trainees’ experiences of facing ethical dilemmas and their medical ethics education whilst assessing their perceptions of ethical dilemmas in current and future practice. The Young Sections of the European Academy of Paediatrics and European Society of Paediatric and Neonatal Intensive Care developed an explorative online survey covering demographics, ethical dilemmas faced and ethics training. The survey was made available in nine languages from November 2019 to January 2020 via newsletters and social media. Participants (n = 253) from 22 countries, predominantly female (82%) and residents (70%), with a median age of 29-years, completed the survey. The majority (58%) faced ethical dilemmas monthly or more frequently. Most ethics training was received by ethics lectures in medical school (81%) and on the job (60%). A disagreement between the healthcare team and patient/family was the most frequently faced moral dilemma (45%); the second was withholding/withdrawing life-prolonging measures (33%). The latter was considered the most challenging dilemma to resolve (50%). Respondents reported that ethical issues are not sufficiently addressed during their training and wished for more case-based teaching. Many have been personally affected by moral dilemmas, especially regarding withholding/withdrawing life-prolonging measures, and often felt inadequately supported.Conclusion: Paediatric trainees face many moral issues in daily practice and consider that training about managing current and future ethical dilemmas should be improved, such as by the provision of a core European paediatric ethics curriculum. What is Known:• Paediatric services are becoming more complex with an increase in ethical dilemmas asking for rigorous training in ethics.• Ethics training is often lacking or covered poorly in both pre- and postgraduate medical education curricula.• Existing ethics training for European paediatric trainees is haphazard and lacks standardisation. What is New:• The PaEdiatric Residents and Fellows Ethics (PERFEct) survey provides insight into the European paediatric trainees’ views regarding ethical dilemmas in their current and future practice.• European paediatric trainees report a lack of ethics training during paediatric residency and fellowship.• This study provides content suggestions for standardised medical ethics training for paediatric trainees in Europe.

scholarly journals Medical ethics education

1989 ◽  
Vol 64 (12) ◽  
pp. 705-14 ◽  
Author(s):  
S H Miles ◽  
L W Lane ◽  
J Bickel ◽  
R M Walker ◽  
C K Cassel
Keyword(s):  
Medical Ethics ◽  
Ethics Education ◽  
Medical Ethics Education

scholarly journals Systematic Development and Refinement of a Contextually Relevant Strategy for Undergraduate Medical Ethics Education: a qualitative study

2020 ◽  
Author(s):  
Muhammad Shahid Shamim ◽  
Adrienne Torda ◽  
Lubna Baig ◽  
Nadeem Zubairi ◽  
Chinthaka Balasooriya
Keyword(s):  
Saudi Arabia ◽  
Medical Ethics ◽  
Qualitative Methodology ◽  
Ethics Education ◽  
Learning Strategy ◽  
Educational Strategy ◽  
Medical Ethics Education ◽  
Novel Approach ◽  
Preliminary Version ◽  
Study Participants

Abstract Background Delivery of medical ethics education is complex due to various reasons, compounded by the context-dependent nature of the content. The scarcity of relevant resources in the contexts of some developing countries adds a further layer of difficulty to ethics education in these contexts. We used a consultative approach with students, teachers and external experts to develop a contextually relevant and practical approach to medical ethics education. The aim of this study was to develop and refine a contextually relevant approach to ethics education in the region of Saudi Arabia. Methods The study utilized explorative qualitative methodology to seek views of students and faculty of Rabigh Faculty of Medicine, Kaing Abdulaziz University, Jeddah, Saudi Arabia, and international experts in the field of ethics and education to review and enhance a preliminary version of workbook-based ethics learning strategy. Three focus groups with 12 students and in-depth interviews with four faculty members enabled the study participants to objectively critique the WBEL and provide feedback to enhance its quality. In addition, eleven external experts critically analyzed the workbook. Thematic content analysis of the data was done to draw inferences which were used to refine the educational strategy. Results The analysis generated twenty-one sub-themes within four main themes: design features, content, teaching methods and assessment. These findings helped to modify the educational strategy for improve its effectiveness in the given context. Conclusion The study drew on the views of students, faculty and external experts to systematically develop a novel approach to ethics education for countries like Saudi Arabia. It also demonstrated the use of consultative approach for informing a culturally relevant educational strategy in Middle East context.

Sign in / Sign up

Export Citation Format

Share Document