通过医学伦理和人文学科教育促进专业化的挑战。

The challenge of promoting professionalism through medical ethics and humanities education.

机构信息

Dr. Doukas is William Ray Moore Endowed Chair of Family Medicine and Medical Humanism and director, Division of Medical Humanism and Ethics, Department of Family and Geriatric Medicine, University of Louisville, Louisville, Kentucky. Dr. McCullough is Dalton Tomlin Chair in Medical Ethics and Health Policy, Center for Medical Ethics and Health Policy, Baylor College of Medicine, Houston, Texas. Dr. Wear is codirector, Center for Clinical Ethics and Humanities in Healthcare, and associate professor, Departments of Medicine, Gynecology-Obstetrics, and Philosophy, University at Buffalo, Buffalo, New York. Dr. Lehmann is associate professor, Harvard Medical School, and director, Center for Bioethics, Brigham and Women's Hospital, Boston, Massachusetts. Dr. Nixon is professor, Morsani College of Medicine, University of South Florida, Tampa, Florida. Dr. Carrese is director, Program on Ethics in Clinical Practice, Johns Hopkins Berman Institute of Bioethics, and associate professor, Johns Hopkins University, Baltimore, Maryland. Dr. Shapiro is director, Program in Medical Arts and Humanities, and professor of family medicine, University of California-Irvine School of Medicine, Irvine, California. Dr. Green is professor, Departments of Humanities and Medicine, Penn State College of Medicine, Hershey, Pennsylvania. Dr. Kirch is president and CEO, Association of American Medical Colleges, Washington, DC.

出版信息

Acad Med. 2013 Nov;88(11):1624-9. doi: 10.1097/ACM.0b013e3182a7f8e3.

DOI:10.1097/ACM.0b013e3182a7f8e3

PMID:24072126

Abstract

Given recent emphasis on professionalism training in medical schools by accrediting organizations, medical ethics and humanities educators need to develop a comprehensive understanding of this emphasis. To achieve this, the Project to Rebalance and Integrate Medical Education (PRIME) II Workshop (May 2011) enlisted representatives of the three major accreditation organizations to join with a national expert panel of medical educators in ethics, history, literature, and the visual arts. PRIME II faculty engaged in a dialogue on the future of professionalism in medical education. The authors present three overarching themes that resulted from the PRIME II discussions: transformation, question everything, and unity of vision and purpose.The first theme highlights that education toward professionalism requires transformational change, whereby medical ethics and humanities educators would make explicit the centrality of professionalism to the formation of physicians. The second theme emphasizes that the flourishing of professionalism must be based on first addressing the dysfunctional aspects of the current system of health care delivery and financing that undermine the goals of medical education. The third theme focuses on how ethics and humanities educators must have unity of vision and purpose in order to collaborate and identify how their disciplines advance professionalism. These themes should help shape discussions of the future of medical ethics and humanities teaching.The authors argue that improvement of the ethics and humanities-based knowledge, skills, and conduct that fosters professionalism should enhance patient care and be evaluated for its distinctive contributions to educational processes aimed at producing this outcome.

摘要

鉴于认证机构最近在医学院强调专业精神培训，医学伦理和人文学科教育工作者需要全面了解这一重点。为了实现这一目标，医学教育再平衡和整合项目 (PRIME) II 研讨会 (2011 年 5 月) 邀请了三个主要认证机构的代表与医学伦理、历史、文学和视觉艺术领域的全国专家小组的医学教育工作者一起参加。PRIME II 全体教员就医学教育中专业精神的未来进行了对话。作者提出了三个源自 PRIME II 讨论的总体主题：转型、质疑一切和愿景与目的的统一。第一个主题强调，专业精神教育需要变革，即医学伦理和人文学科教育工作者要明确将专业精神作为医生培养的核心。第二个主题强调，专业精神的蓬勃发展必须首先解决当前医疗保健提供和融资系统中破坏医学教育目标的功能失调方面。第三个主题侧重于伦理和人文学科教育工作者如何必须具有统一的愿景和目的，以便合作并确定他们的学科如何促进专业精神。这些主题应该有助于塑造对未来医学伦理和人文学科教学的讨论。作者认为，改进基于伦理和人文学科的知识、技能和行为，促进专业精神，应该会提高患者护理，并评估其对旨在产生这一结果的教育过程的独特贡献。