Reis Shmuel P, Wald Hedy S
S.P. Reis is clinical professor, head, Faculty Development Unit, and course director of clinical skills and Holocaust and Medicine courses, Bar-Ilan University Faculty of Medicine in the Galilee, Safed, Israel, and adjunct professor of family medicine, Warren Alpert Medical School of Brown University, Providence, Rhode Island. H.S. Wald is clinical associate professor of family medicine, Warren Alpert Medical School of Brown University, Providence, Rhode Island.
Acad Med. 2015 Jun;90(6):770-3. doi: 10.1097/ACM.0000000000000716.
The moral failures of physicians and the medical establishment in Germany and Austria during the Third Reich challenge medicine and medical education in a way few other events do. They compel medical educators to ensure that lessons learned from contemplating medicine during the Third Reich be integrated into current and future physicians' professional identities. Most health professions education programs, however, have not adopted this study domain in their curricula.
The authors describe a new curriculum module-"The Holocaust and Medicine"-and its implementation in October 2013 at Bar-Ilan University Faculty of Medicine in the Galilee, Safed, Israel, as a requirement for all medical students (starting with the class of 2017). This innovative module integrates historical facts, guided reflection, flipped classroom pedagogy, and program evaluation efforts. It spans 20 months of the preclinical curriculum, embedded within a doctoring course and a medical humanities longitudinal course and integrated within the clinical sciences blocks.
The evaluation approach will seek to measure changes in learners' knowledge and attitudes, capture their experience with the module, and assess the module's contribution to their identities as future healers.
This module aims to sensitize learners to medicine's fundamental dilemmas (e.g., prejudice, assisted reproduction and suicide, physicians in war), ideally enhancing critical reflection on the potential danger of "slippery slopes." The authors propose that contemplation of medicine after the Holocaust and the implications for contemporary practice should be an integral component of health professions education to promote humanistic, ethically responsible practice.
纳粹德国时期德国和奥地利医生及医疗体系的道德失范，以一种其他事件罕有的方式对医学和医学教育构成了挑战。这迫使医学教育工作者确保将从对纳粹德国时期医学的思考中学到的经验教训融入到当前及未来医生的职业身份中。然而，大多数健康职业教育项目在其课程中并未采用这一研究领域。
作者描述了一个新的课程模块——“大屠杀与医学”，以及2013年10月它在以色列萨费德加利利地区的巴伊兰大学医学院的实施情况，该模块是所有医学专业学生（从2017级开始）的必修课。这个创新模块整合了历史事实、引导式反思、翻转课堂教学法以及项目评估工作。它贯穿临床前课程的20个月，嵌入在一门医疗实践课程和一门医学人文学科纵向课程中，并融入临床科学板块。
评估方法将旨在衡量学习者知识和态度的变化，了解他们对该模块的体验，并评估该模块对他们作为未来医者身份的贡献。
该模块旨在使学习者对医学的基本困境（如偏见、辅助生殖与自杀、战争中的医生）保持敏感，理想情况下增强对“滑坡”潜在危险的批判性反思。作者提议，对大屠杀后医学的思考及其对当代实践的影响应成为健康职业教育的一个组成部分，以促进人文、符合道德规范的医疗实践。
