Sherer Renslow, Dong Hongmei, Cong Yali, Wan Jing, Chen Hua, Wang Yanxia, Ma Zhiying, Cooper Brian, Jiang Ivy, Roth Hannah, Siegler Mark
Department of Medicine, Pritzker School of Medicine, University of Chicago, Chicago, Illinois, USA.
Department of Health Science Center, Peking University, Beijing Shi, China.
Educ Health (Abingdon). 2017 Jan-Apr;30(1):35-43. doi: 10.4103/1357-6283.210501.
Ethics teaching is a relatively new area of medical education in China, with ethics curricula at different levels of development. This study examined ethics education at three medical schools in China to understand their curricular content, teaching and learning methods, forms of assessments, changes over time, and what changes are needed for further improvement.
We used student and faculty surveys to obtain information about the ethics courses' content, teaching methods, and revisions over time. The surveys also included five realistic cases and asked participants whether each would be appropriate to use for discussion in ethics courses. Students rated the cases on a scale and gave written comments. Finally, participants were asked to indicate how much they would agree with the statement that medical professionalism is about putting the interests of patients and society above one's own.
There were both similarities and differences among these schools with regard to course topics, teaching and assessment methods, and course faculty compositions, suggesting their courses are at different levels of development. Areas of improvement for the schools' courses were identified based on this study's findings and available literature. A model of the evolution of medical ethics education in China was proposed to guide reform in medical ethics instruction in China. Analysis identified characteristics of appropriate cases and participants' attitudes toward the ideal of professionalism.
We conclude that the development of medical ethics education in China is promising while much improvement is needed. In addition, ethics education is not confined to the walls of medical schools; the society at large can have significant influence on the formation of students' professional values.
伦理学教学在中国医学教育中是一个相对较新的领域，不同层次的伦理学课程处于不同的发展阶段。本研究考察了中国三所医学院校的伦理学教育，以了解其课程内容、教学方法、评估形式、随时间的变化，以及为进一步改进需要做出哪些改变。
我们通过学生和教师调查来获取有关伦理学课程内容、教学方法以及随时间变化的修订情况的信息。调查还包括五个实际案例，并询问参与者每个案例是否适合在伦理学课程中用于讨论。学生对案例进行评分并给出书面评论。最后，参与者被要求表明他们在多大程度上同意医学职业精神是将患者和社会的利益置于自身利益之上这一说法。
这些学校在课程主题、教学和评估方法以及课程教师构成方面既有相似之处，也有不同之处，这表明它们的课程处于不同的发展水平。根据本研究的结果和现有文献，确定了这些学校课程的改进领域。提出了中国医学伦理学教育发展模式，以指导中国医学伦理学教学改革。分析确定了合适案例的特征以及参与者对职业精神理想的态度。
我们得出结论，中国医学伦理学教育的发展前景良好，但仍有很大的改进空间。此外，伦理学教育并不局限于医学院校的围墙之内；整个社会对学生职业价值观的形成有着重大影响。
