Pandya Radhika H, Shukla Radha, Gor Alpa P, Ganguly Barna
Intern, Pramukhswami Medical College, Sojitra Road, Karamsad, Anand, Gujarat 388 325, India,.
Associate Professor, Department of Pharmacology. Pramukhswami Medical College, Sojitra Road, Karamsad, Anand, Gujarat 388 325, India,.
Indian J Med Ethics. 2016 Jul-Sep;1(3):144-7. doi: 10.20529/IJME.2016.041.
The principles of bioethics have been identified as important requirements for training basic medical doctors. Till now, various modalities have been used for teaching bioethics, such as lectures, followed by a small case-based discussion, case vignettes or debates among students. For effective teaching-learning of bioethics, it is necessary to integrate theory and practice rather than merely teach theoretical constructs without helping the students translate those constructs into practice. Classroom teaching can focus on the theoretical knowledge of professional relationships, patient-doctor relationships, issues at the beginning and end of life, reproductive technologies, etc. However, a better learning environment can be created through an experiencebased approach to complement lectures and facilitate successful teaching. Engaging students in reflective dialogue with their peers would allow them to refine their ideas with respect to learning ethics. It can help in the development both of the cognitive and affective domains of the teaching of bioethics. Real-life narratives by the interns, when used as case or situation analysis models for a particular ethical issue, can enhance other students' insight and give them a moral boost. Doing this can change the classroom atmosphere, enhance motivation, improve the students' aptitude and improve their attitude towards learning bioethics. Involving the students in this manner can prove to be a sustainable way of achieving the goal of deep reflective learning of bioethics and can serve as a new technique for maintaining the interest of students as well as teachers.
生物伦理学原则已被确定为基础医学医生培训的重要要求。到目前为止，已经采用了各种方式来教授生物伦理学，如讲座，随后进行基于小案例的讨论、案例 vignettes 或学生之间的辩论。为了有效地进行生物伦理学的教学，有必要将理论与实践相结合，而不是仅仅教授理论架构，却不帮助学生将这些架构转化为实践。课堂教学可以侧重于专业关系、医患关系、生命开始和结束时的问题、生殖技术等方面的理论知识。然而，通过基于经验的方法可以创造更好的学习环境，以补充讲座并促进成功教学。让学生与同龄人进行反思性对话将使他们能够完善关于学习伦理学的想法。这有助于生物伦理学教学的认知和情感领域的发展。实习生的真实生活叙述，当用作特定伦理问题的案例或情境分析模型时，可以增强其他学生的洞察力并给予他们道德上的激励。这样做可以改变课堂氛围，增强动力，提高学生的能力，并改善他们对学习生物伦理学的态度。以这种方式让学生参与可以证明是实现生物伦理学深度反思学习目标的可持续方式，并且可以作为保持学生和教师兴趣的新技术。
