Department of Pediatrics, Albert Einstein College of Medicine, New Hyde Park, New York, USA.
Teach Learn Med. 2010 Oct;22(4):319-22. doi: 10.1080/10401334.2010.513196.
Although bioethics is considered essential to the practice of medicine, medical students often view it as a "soft" subject that is secondary in importance to the other courses in their basic science and clinical curriculum. This perspective may be a consequence of the heavy reliance on students' aptitude in the quantitative sciences as a criterion for entry into medical school and as a barometer of academic success after admission. It is exacerbated by the widespread impression that bioethics is imprecise and culturally relativistic.
In an effort to redress this imbalance, we propose an approach to teaching bioethics to medical students which emphasizes that the intellectual basis and the degree of certainty of knowledge is comparable in all medical subjects ranging from basic science courses to clinical rotations to bioethics tutorials.
Adopting these pedagogical steps may promote greater integration of the various elements-bioethics and clinical science-in the medical school curriculum.
尽管生物伦理学被认为是医学实践的重要组成部分，但医学生通常将其视为一门“软”学科，其重要性次于基础科学和临床课程中的其他课程。这种观点可能是由于医学学校入学的标准以及入学后的学术成功的衡量标准都严重依赖学生在定量科学方面的才能。这种情况因人们普遍认为生物伦理学不精确且具有文化相对性而加剧。
为了纠正这种不平衡，我们提出了一种向医学生教授生物伦理学的方法，该方法强调，从基础科学课程到临床实习再到生物伦理学教程，所有医学学科的知识基础和确定性程度都具有可比性。
采用这些教学步骤可以促进医学学校课程中各个元素（生物伦理学和临床科学）的更大整合。
