Centre for Health and Society, Melbourne School of Population and Global Health, University of Melbourne, , Carlton, Victoria, Australia.
J Med Ethics. 2014 May;40(5):331-5. doi: 10.1136/medethics-2012-101278. Epub 2013 Jun 12.
In this paper, we put forward the view that emotions have a legitimate and important role in health professional ethics education. This paper draws upon our experience of running a narrative ethics education programme for ethics educators from a range of healthcare disciplines. It describes the way in which emotions may be elicited in narrative ethics teaching and considers the appropriate role of emotions in ethics education for health professionals. We argue there is a need for a pedagogical framework to productively incorporate the role of emotions in health professional ethics teaching. We suggest a theoretical basis for an ethics pedagogy that integrates health professional emotions in both the experience and the analysis of ethical practice, and identify a range of strategies to support the educator to incorporate emotion within their ethics teaching.
在本文中，我们提出观点认为，情感在健康专业伦理教育中具有合法且重要的作用。本文借鉴了我们在为来自多个医疗保健学科的伦理教育者开办叙事伦理教育计划方面的经验。它描述了在叙事伦理教学中如何引发情感，并考虑了情感在健康专业人员伦理教育中的适当作用。我们认为需要有一种教学框架，以便在健康专业伦理教学中有效地纳入情感的作用。我们为将健康专业人员的情感融入伦理实践的体验和分析中的伦理教学提出了一个理论基础，并确定了一系列策略来支持教育者将情感纳入其伦理教学中。
