Self D J, Baldwin D C, Wolinsky F D
Department of Humanities in Medicine, College of Medicine, Texas A&M University, College Station 77843-1114.
Med Educ. 1992 May;26(3):178-84. doi: 10.1111/j.1365-2923.1992.tb00151.x.
This study assessed the hypothesis that the formal teaching of medical ethics promotes a significant increase in the growth and development of moral reasoning in medical students. Results indicated a statistically significant increase (P less than or equal to 0.0005) in the level of moral reasoning of students exposed to a medical ethics course compared to the control group that was not exposed to the medical ethics course. When the posttest scores were adjusted by subtracting the pretest scores, the differences were even more significant (P less than or equal to 0.0002). This study confirmed similar findings of another study using a different instrument of assessment. Brief discussion is given of the fundamental premise that the appropriate function of teaching medical ethics in our modern pluralistic society is to improve students' moral reasoning about value issues regardless of what their particular set of moral values happens to be.
医学伦理学的正规教学能显著促进医学生道德推理能力的成长与发展。结果表明，与未参加医学伦理学课程的对照组相比，参加医学伦理学课程的学生在道德推理水平上有统计学显著提高（P≤0.0005）。当通过减去预测试分数来调整后测试分数时，差异更为显著（P≤0.0002）。本研究证实了另一项使用不同评估工具的研究的类似发现。简要讨论了一个基本前提，即在我们现代多元社会中，教授医学伦理学的适当作用是提高学生对价值问题的道德推理能力，无论他们特定的道德价值观是什么。
