Buyx Alena M, Maxwell Bruce, Supper Holger, Schöne-Seifert Bettina
The Harvard University Program in Ethics and Health, Boston, MA, USA.
Wien Klin Wochenschr. 2008;120(21-22):655-64. doi: 10.1007/s00508-008-1097-z.
In most European countries, medical ethics has become a more or less established subject in medical school curricula. Accordingly, the need to evaluate its success has arisen. In our paper, we describe the controversial debate about the proper goals of teaching medical ethics. Secondly, we present an overview of current efforts to measure and evaluate the outcome and effect of different medical ethics teaching programmes on medical students and young physicians. We conclude that medical ethics teaching is amenable to a great variety of teaching and evaluation methods. Finally, we argue that medical ethics teaching should include: (1) the teaching of moral reasoning skills, (2) the instruction about relevant ethical knowledge, as well as (3) the development of certain character traits. Methods to evaluate ethical knowledge and moral reasoning skills are readily available, while the evaluation of the development of character traits poses important conceptual difficulties.
在大多数欧洲国家，医学伦理学或多或少已成为医学院课程中一门既定的学科。因此，出现了评估其成效的需求。在我们的论文中，我们描述了关于医学伦理学教学恰当目标的争议性辩论。其次，我们概述了当前为衡量和评估不同医学伦理学教学项目对医学生和年轻医生的结果及影响所做的努力。我们得出结论，医学伦理学教学适用于多种多样的教学和评估方法。最后，我们认为医学伦理学教学应包括：（1）道德推理技能的教学，（2）相关伦理知识的传授，以及（3）某些性格特质的培养。评估伦理知识和道德推理技能的方法很容易获得，而评估性格特质的培养则存在重要的概念性难题。
