Giubilini Alberto, Milnes Sharyn, Savulescu Julian
University of Oxford, Uehiro Centre for Practical Ethics, Oxford, England.
Deakin University School of Medicine, Warun Ponds, Victoria, Australia.
J Clin Ethics. 2016 summer;27(2):129-45.
In this review article we describe the current scope, methods, and contents of medical ethics education in medical schools in Western English speaking countries (mainly the United Kingdom, the United States, and Australia). We assess the strengths and weaknesses of current medical ethics curricula, and students' levels of satisfaction with different teaching approaches and their reported difficulties in learning medical ethics concepts and applying them in clinical practice. We identify three main challenges for medical ethics education: counteracting the bad effects of the "hidden curriculum," teaching students how to apply ethical knowledge and critical thinking to real cases in clinical practice, and shaping future doctors' right character through ethics education. We suggest ways in which these challenges could be addressed. On the basis of this analysis, we propose practical guidelines for designing, implementing, teaching, and assessing a medical ethics program within a four-year medical course.
在这篇综述文章中，我们描述了西方英语国家（主要是英国、美国和澳大利亚）医学院校医学伦理教育的当前范围、方法和内容。我们评估了当前医学伦理课程的优缺点，以及学生对不同教学方法的满意度水平，以及他们在学习医学伦理概念并将其应用于临床实践中所报告遇到的困难。我们确定了医学伦理教育面临的三个主要挑战：抵消“隐性课程”的不良影响、教导学生如何将伦理知识和批判性思维应用于临床实践中的实际案例，以及通过伦理教育塑造未来医生的正确品格。我们提出了应对这些挑战的方法。基于此分析，我们为在四年制医学课程中设计、实施、教授和评估医学伦理课程提出了实用指南。
