Department of Microbiology and Immunology, Georgetown University Medical Center, 3900 Reservoir Road, Washington, DC 20057-1440, USA.
BMC Med Educ. 2013 Apr 23;13:58. doi: 10.1186/1472-6920-13-58.
The importance of strong science, technology, engineering, and mathematics education continues to grow as society, medicine, and the economy become increasingly focused and dependent upon bioscientific and technological innovation. New advances in frontier sciences (e.g., genetics, neuroscience, bio-engineering, nanoscience, cyberscience) generate ethical issues and questions regarding the use of novel technologies in medicine and public life.
In light of current emphasis upon science, technology, engineering, and mathematics education (at the pre-collegiate, undergraduate, graduate, and professional levels), the pace and extent of advancements in science and biotechnology, the increasingly technological orientation and capabilities of medicine, and the ways that medicine - as profession and practice - can engage such scientific and technological power upon the multi-cultural world-stage to affect the human predicament, human condition, and perhaps nature of the human being, we argue that it is critical that science, technology, engineering, and mathematics education go beyond technical understanding and directly address ethical, legal, social, and public policy implications of new innovations. Toward this end, we propose a paradigm of integrative science, technology, ethics, and policy studies that meets these needs through early and continued educational exposure that expands extant curricula of science, technology, engineering, and mathematics programs from the high school through collegiate, graduate, medical, and post-graduate medical education. We posit a synthetic approach that elucidates the historical, current, and potential interaction of scientific and biotechnological development in addition to the ethico-legal and social issues that are important to educate and sustain the next generation of medical and biomedical professionals who can appreciate, articulate, and address the realities of scientific and biotechnological progress given the shifting architectonics of the global social milieu.
We assert that current trends in science, technology, medicine, and global politics dictate that these skills will be necessary to responsibly guide ethically sound employment of science, technology, and engineering advancements in medicine so as to enable more competent and humanitarian practice within an increasingly pluralistic world culture.
随着社会、医学和经济越来越关注和依赖生物科学和技术创新，强大的科学、技术、工程和数学教育的重要性不断增加。前沿科学（例如遗传学、神经科学、生物工程、纳米科学、网络科学）的新进展引发了关于在医学和公共生活中使用新技术的伦理问题和质疑。
鉴于当前对科学、技术、工程和数学教育（在大学预科、本科、研究生和专业水平）的重视、科学和生物技术的进步速度和程度、医学日益技术化的方向和能力，以及医学作为专业和实践如何在多元文化的世界舞台上利用这种科学和技术力量来影响人类困境、人类状况，甚至人类的本质，我们认为科学、技术、工程和数学教育必须超越技术理解，直接解决新创新的伦理、法律、社会和公共政策影响。为此，我们提出了一种综合科学、技术、伦理和政策研究的范式，通过早期和持续的教育接触来满足这些需求，这种接触扩大了高中到大学、研究生、医学和研究生医学教育中科学、技术、工程和数学课程的现有课程。我们提出了一种综合方法，阐明了科学和生物技术发展的历史、当前和潜在相互作用，以及教育和维持下一代医学和生物医学专业人员的重要伦理法律和社会问题，这些专业人员能够理解、阐明和解决科学和生物技术进步的现实，考虑到全球社会环境不断变化的结构。
我们断言，科学、技术、医学和全球政治的当前趋势表明，这些技能对于负责任地指导医学中伦理上合理的科学、技术和工程进步的应用是必要的，以便在日益多元化的世界文化中实现更有能力和更人道的实践。
