Jones D G
University of Otago, Dunedin, New Zealand.
Med J Aust. 1989 Oct 16;151(8):450, 452, 454, 456. doi: 10.5694/j.1326-5377.1989.tb101255.x.
The New Zealand Cervical Cancer Inquiry has elicited considerable interest in Australia as well as in New Zealand. However, relatively little attention has been paid to the future practice of medicine with regard to the relevance of the Inquiry's findings for medical education, although it did recommend the incorporation of ethics teaching into all stages of the medical curriculum, and also urged that attention be paid to communication skills within the curriculum. In this article, I argue that medical ethics teaching should be seen as an essential part of the medical curriculum, with the teaching being integrated closely with the other disciplines that comprise the medical course. To illustrate one possible approach, I have outlined elements of current ethics teaching at the University of Otago. I also have raised what I regard as wider issues for the medical curriculum. These include the need for students to develop a critical facility and an ability to handle conflicting data and attitudes (fostered principally by an understanding of research methods), to appreciate the importance of accountability (fostered in part through group learning activities) and to be aware of the impact of community concerns on the practice of medicine. Another issue which I consider is raised indirectly by the Inquiry concerns the procedures that are used for the selection of students into medical courses.
新西兰宫颈癌调查在澳大利亚和新西兰都引发了相当大的关注。然而，对于医学教育而言，该调查结果的相关性在未来医学实践中相对较少受到关注，尽管它确实建议将伦理教学纳入医学课程的各个阶段，并且还敦促在课程中重视沟通技巧。在本文中，我认为医学伦理教学应被视为医学课程的重要组成部分，教学应与构成医学课程的其他学科紧密结合。为了说明一种可能的方法，我概述了奥塔哥大学当前伦理教学的要素。我还提出了我认为医学课程中更广泛的问题。这些问题包括学生需要培养批判性能力以及处理相互冲突的数据和态度的能力（主要通过对研究方法的理解来培养），认识到问责制的重要性（部分通过小组学习活动来培养），并意识到社区关注对医学实践的影响。我认为调查间接提出的另一个问题涉及用于选拔学生进入医学课程的程序。
