Bioethics Department, St George's University School of Medicine, St George's, Grenada.
Kaohsiung J Med Sci. 2012 Feb;28(2 Suppl):S8-12. doi: 10.1016/j.kjms.2011.08.003. Epub 2012 Jan 9.
Medical professionalism is reflected in attitudes, behaviors, character, and standards of practice. It is embodied by physicians who fulfill their duties to patients and uphold societies' trust in medicine. Professionalism requires familiarity with the ethical codes and standards established by international, governmental, institutional, or professional organizations. It also requires becoming aware of and responsive to societal controversies. Scientific uncertainty may be used to teach aspects of professionalism in science courses. Uncertainty about the science behind, and the health impacts of, climate change is one example explored herein that may be used to teach both professionalism and science. Many medical curricula provide students with information about professionalism and create opportunities for students to reflect upon and strengthen their individually evolving levels of professionalism. Faculties in basic sciences are rarely called upon to teach professionalism or deepen medical students understanding of professional standards, competencies, and ethical codes. However they have the knowledge and experience to develop goals, learning objectives, and topics relevant to professionalism within their own disciplines and medical curricula. Their dedication to, and passion for, science will support basic science faculties in designing innovative and effective approaches to teaching professionalism. This paper explores topics and formats that scientists may find useful in teaching professional attitudes, skills, and competencies in their medical curriculum. It highlights goals and learning objectives associated with teaching medical professionalism in the basic sciences.
医学专业精神体现在态度、行为、品格和实践标准中。它体现在履行对患者的职责并维护社会对医学信任的医生身上。专业精神需要熟悉国际、政府、机构或专业组织制定的道德准则和标准。它还需要意识到并对社会争议做出反应。科学不确定性可用于教授科学课程中的某些专业精神方面。气候变化背后的科学不确定性及其对健康的影响是本文探讨的一个例子，它可用于教授专业精神和科学。许多医学课程为学生提供有关专业精神的信息，并为学生提供反思和加强个人不断发展的专业精神水平的机会。基础科学教师很少被要求教授专业精神或加深医学生对专业标准、能力和道德规范的理解。然而，他们拥有在自己的学科和医学课程中制定与专业精神相关的目标、学习目标和主题的知识和经验。他们对科学的奉献精神和热情将支持基础科学教师设计教授专业精神的创新和有效方法。本文探讨了科学家在医学课程中教授专业态度、技能和能力时可能会发现有用的主题和形式。它强调了在基础科学中教授医学专业精神的目标和学习目标。
