基于反思的职业伦理养成学习

Reflection-Based Learning for Professional Ethical Formation.

作者信息

Branch William T, George Maura

机构信息

Carter Smith, Sr. Professor of Medicine at Emory University School of Medicine in Atlanta.

Assistant professor at Emory University School of Medicine in Atlanta, and an internist in the Grady Primary Care Center and serves as chair of the ethics committee of the Society of General Internal Medicine and co-chair of the Grady Memorial Hospital Ethics Committee.

出版信息

AMA J Ethics. 2017 Apr 1;19(4):349-356. doi: 10.1001/journalofethics.2017.19.4.medu1-1704.

DOI:10.1001/journalofethics.2017.19.4.medu1-1704

PMID:28430568

Abstract

One way practitioners learn ethics is by reflecting on experience. They may reflect in the moment (reflection-in-action) or afterwards (reflection-on-action). We illustrate how a teaching clinician may transform relationships with patients and teach person-centered care through reflective learning. We discuss reflective learning pedagogies and present two case examples of our preferred method, guided group reflection using narratives. This method fosters moral development alongside professional identity formation in students and advanced learners. Our method for reflective learning addresses and enables processing of the most pressing ethical issues that learners encounter in practice.

摘要

从业者学习伦理学的一种方式是通过反思经验。他们可以在当下进行反思（行动中的反思），也可以事后反思（对行动的反思）。我们举例说明教学临床医生如何通过反思性学习改变与患者的关系并传授以患者为中心的护理。我们讨论反思性学习教学法，并展示我们首选方法的两个案例，即使用叙事的引导式小组反思。这种方法在学生和进阶学习者中促进道德发展以及职业身份形成。我们的反思性学习方法解决并促进处理学习者在实践中遇到的最紧迫的伦理问题。