Roberts Laura Weiss, Geppert Cynthia M A, Warner Teddy D, Green Hammond Katherine A, Lamberton Leandrea Prosen
Department of Psychiatry and Behavioral Medicine, Medical College of Wisconsin, 3rd Floor, Tosa Center, 1155 N. Mayfair Rd., Milwaukee, WI 53226, USA.
Psychosomatics. 2005 Sep-Oct;46(5):440-50. doi: 10.1176/appi.psy.46.5.440.
Physicians-in-training today are learning in an ethical environment that is unprecedented in its complexity. There is a call for new approaches in preparing medical students and residents for the ethical and professional issues they will encounter. The perspectives of physicians-in-training at different levels regarding the level of curricular attention needed for emerging bioethics concepts, practical informed consent considerations, and the care of special populations are unknown.
The authors performed a hypothesis-driven, confidential survey study to assess perceived needs and preferences among medical students and residents related to medical ethics education at the University of New Mexico School of Medicine.
A total of 336 physicians-in-training volunteered (62% response rate). Overall, strong interest was expressed for increased curricular attention to the domains of bioethics principles, informed consent, and care of special populations. Women students expressed greater interest generally. For certain domains, clinical students expressed relatively less curricular need and psychiatry and primary care residents expressed relatively greater curricular need. Two of the four hypotheses were supported, a third received partial support, and a fourth was not supported by the findings.
To be valuable and effective, new ethics curricular approaches must be responsive to the current complex ethical environment and attentive to the preferences of medical students and residents of both genders, at different stages of training, with different patient care responsibilities. This hypothesis-driven study provides guidance for the inclusion of novel and important ethics domains in training curricula across medical school and diverse residency programs.
如今正在接受培训的医生们正处在一个复杂性前所未有的道德环境中学习。对于如何让医学生和住院医师为他们将会遇到的道德和专业问题做好准备，人们呼吁采用新的方法。不同层级的培训医生对于新兴生物伦理学概念、实用的知情同意考量以及特殊人群护理所需的课程关注程度的看法尚不清楚。
作者进行了一项基于假设驱动的保密调查研究，以评估新墨西哥大学医学院医学生和住院医师在医学伦理学教育方面的感知需求和偏好。
共有336名培训医生自愿参与（回复率为62%）。总体而言，他们强烈希望课程能更多地关注生物伦理学原则、知情同意以及特殊人群护理等领域。女学生总体上表现出更大的兴趣。在某些领域，临床医学生表示相对较少需要课程讲授，而精神病学和初级保健住院医师表示相对更需要课程讲授。四个假设中有两个得到支持，第三个得到部分支持，第四个未得到研究结果的支持。
要想有价值且有效，新的伦理学课程方法必须适应当前复杂的道德环境，并关注不同培训阶段、承担不同患者护理职责的男女医学生和住院医师的偏好。这项基于假设驱动的研究为在医学院校和不同住院医师培训项目的课程中纳入新颖且重要的伦理学领域提供了指导。
