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[医学院校道德意识的培养]

[Development of a moral consciousness in medical schools].

作者信息

Vykydal M, Kolarík J, Horcicka V, Weinbergová O

出版信息

Acta Univ Palacki Olomuc Fac Med. 1989;122:413-9.

PMID:2530845
Abstract

In the conditions of developed socialism, changes in social consciousness are also reflected in one of its forms - the morals. The problems of moral education as an inseparable part of communist education is coming to the foreground. It plays its role in all the stages of the education system, having its unsubstitutable place also in the conditions of universities and technical colleges, the faculties of medicine not excluding. It is its task to form the personality of the student and graduate, to make them, among others, acquire the moral codex of a builder of communism (habits of moral behaviour in professional activities - medical ethics). Such crucial situations must be found that are of cardinal importance for the formation of the medical student's moral profile (transition from the secondary school to university, entering the clinic, meeting the patient, running health institutions, positive and negative influences in the health service). The student must live the moral situation, obtain the experience from moral acting on his own self and be an active participant in the events creating his moral qualities, primarily in collective conditions. We stress the necessity of engagement - mobilisation of students to all-round social activities, connection of the theoretical findings of marxist ethics with their particular problems and actual activities. A special accent is laid on the method of personal example, the moral example of the university teacher himself, in the first place his authority based on all the progressive components of his personality.(ABSTRACT TRUNCATED AT 250 WORDS)

摘要

在发达社会主义条件下,社会意识的变化也反映在其一种形式——道德之中。道德教育作为共产主义教育不可分割的一部分,其问题正日益凸显。它在教育体系的各个阶段都发挥着作用,在大学和技术学院的环境中也有其不可替代的地位,医学院也不例外。其任务是塑造学生和毕业生的人格,使他们尤其要获得共产主义建设者的道德准则(职业活动中的道德行为习惯——医学伦理学)。必须找到对医学生道德形象的形成至关重要的关键情境(从中学到大学的过渡、进入临床、接触患者、管理卫生机构、卫生服务中的正负影响)。学生必须经历道德情境,从自身的道德行为中获取经验,并成为塑造其道德品质的事件的积极参与者,主要是在集体环境中。我们强调参与的必要性——动员学生参与全方位的社会活动,将马克思主义伦理学的理论成果与他们的具体问题和实际活动联系起来。特别强调个人榜样的方法,即大学教师自身的道德榜样,首先是基于其人格中所有进步因素的权威性。(摘要截选至250字)

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