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医学伦理学教学中的叙事方法:土耳其的经验

The narrative approach in teaching medical ethics: the Turkish experience.

作者信息

Oguz N Y

机构信息

Ankara University Faculty of Medicine, Department of Deontology, Ankara, Turkey.

出版信息

Med Law. 2000;19(3):421-31.

Abstract

The Deontology and Medical History Departments in Turkey teach Medical Ethics Education. These departments were first established by medical historians and for the time being the staff is primarily interested in deontology. The Department of Deontology in the Faculty of Medicine at Ankara University is the first department in Turkey to teach medical ethics. In 1974, issues including medical ethics were included in the current curriculum for the Medical Deontology and Medical History Course, but without changing the title of the course. Since then, different scholars have used different teaching methods. In this paper, a very new teaching strategy and technique used by the author will be discussed. In Turkey, the main resources being used as teaching materials in medical ethics are books and periodicals of mainly Western European and North American origin. Cultural, religious, and traditional characteristics of Turkey differ a great deal, so these texts need to be modified. This modification is hard to accomplish, because discourse on authentic values and value systems is inadequate. Also, this way of thinking about values is alien to most medical students. A narrative approach in teaching medical ethics aims to introduce local values that affect medical practice to first year medical students of the Faculty of Medicine at Ankara University, by searching for those values in literary texts and case histories. Besides introducing local values, some of our main goals are to encourage students to develop a sensitivity towards ethical issues and to teach them the methodology of ethical thinking. This is still a pilot study that covers only four hours of a thirty-hour program (two-hour sessions, twice in one semester), but some conclusions can be drawn. In this presentation, some information about the content and the structure of the course will be given, and the positive and negative results about the narrative approach will be discussed, arising from our limited local experience.

摘要

土耳其的道义论与医学史系教授医学伦理学教育。这些系最初由医学史学家创立,目前教职员工主要关注道义论。安卡拉大学医学院的道义论系是土耳其首个教授医学伦理学的系。1974年,包括医学伦理学在内的问题被纳入了当前的医学道义论与医学史课程,但课程名称未变。从那时起,不同的学者采用了不同的教学方法。本文将讨论作者所采用的一种全新的教学策略与技巧。在土耳其,医学伦理学教学中使用的主要资源是主要源自西欧和北美的书籍与期刊。土耳其的文化、宗教和传统特征差异极大,因此这些文本需要修改。但这种修改很难实现,因为关于真实价值观和价值体系的论述并不充分。而且,这种价值观思考方式对大多数医学生来说很陌生。医学伦理学教学中的叙事方法旨在通过在文学文本和病史中寻找这些价值观,向安卡拉大学医学院的一年级医学生介绍影响医疗实践的本土价值观。除了介绍本土价值观外,我们的一些主要目标是鼓励学生培养对伦理问题的敏感度,并教授他们伦理思考的方法。这仍然是一项试点研究,仅涵盖一个30小时课程中的4小时(两小时的课程,一学期两次),但仍可得出一些结论。在本报告中,将给出关于该课程内容和结构的一些信息,并讨论基于我们有限的本土经验,叙事方法所产生的积极和消极结果。

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