Chidwick Paula, Faith Karen, Godkin Dianne, Hardingham Laurie
University of Toronto Joint Centre for Bioethics, Ontario, Canada.
BMC Med Ethics. 2004 Nov 8;5:E6. doi: 10.1186/1472-6939-5-6.
Although clinical ethicists are becoming more prevalent in healthcare settings, their required training and education have not been clearly delineated. Most agree that training and education are important, but their nature and delivery remain topics of debate. One option is through completion of a clinical ethics fellowship.
In this paper, the first four fellows to complete a newly developed fellowship program discuss their experiences. They describe the goals, structure, participants and activities of the fellowship. They identify key elements for succeeding as a clinical ethicist and sustaining a clinical ethics program. They critically reflect upon the challenges faced in the program.
The one-year fellowship provided real-time clinical opportunities that helped them to develop the necessary knowledge and skills, gain insight into the role and scope of practice of clinical ethicists and hone valuable character traits.
The fellowship enabled each of the fellows to assume confidently and competently a position as a clinical ethicist upon completion.
尽管临床伦理学家在医疗环境中越来越普遍，但其所需的培训和教育尚未明确界定。大多数人都认为培训和教育很重要，但其性质和提供方式仍是争论的话题。一种选择是通过完成临床伦理奖学金项目。
在本文中，首批完成新开发的奖学金项目的四位学员分享了他们的经历。他们描述了该奖学金项目的目标、结构、参与者和活动。他们确定了成为临床伦理学家并维持临床伦理项目成功的关键要素。他们批判性地反思了项目中面临的挑战。
为期一年的奖学金项目提供了实时临床机会，帮助他们培养必要的知识和技能，深入了解临床伦理学家的角色和实践范围，并磨练宝贵的性格特质。
该奖学金项目使每位学员在完成后都能自信且胜任地担任临床伦理学家的职位。
