Nilstun T, Cuttini M, Saracci R
Lund University, Sweden.
J Med Ethics. 2001 Dec;27(6):409-12. doi: 10.1136/jme.27.6.409.
Almost all articles on education in medical ethics present proposals for or describe experiences of teaching students in different health professions. Since experienced staff also need such education, the purpose of this paper is to exemplify and discuss educational approaches that may be used after graduation. As an example we describe the experiences with a five-day European residential course on ethics for neonatal intensive care personnel. In this multidisciplinary course, using a case-based approach, the aim was to enhance the participants' understanding of ethical principles and their relevance to clinical and research activities. Our conclusion is that working with realistic cases encourages practising nurses and physicians to apply their previous knowledge and new concepts learnt in the course, thus helping them to bridge the gap between theory and practice.
几乎所有关于医学伦理学教育的文章都提出了针对不同卫生专业学生教学的建议或描述了相关教学经验。由于经验丰富的工作人员也需要此类教育，本文旨在举例说明并讨论毕业后可能采用的教育方法。作为一个例子，我们描述了为新生儿重症监护人员举办的为期五天的欧洲住宿式伦理学课程的经验。在这个多学科课程中，采用基于案例的方法，目的是增强参与者对伦理原则及其与临床和研究活动相关性的理解。我们的结论是，处理实际案例鼓励执业护士和医生运用他们之前的知识以及在课程中学到的新概念，从而帮助他们弥合理论与实践之间的差距。
