Gille Felix, Nardo Aline
Health Ethics and Policy Lab, Department of Health Sciences and Technology, ETH Zürich, Zürich, Switzerland.
Department of Humanities, Social and Political Sciences, ETH Zürich, Zürich, Switzerland.
J Med Educ Curric Dev. 2020 Oct 1;7:2382120520931059. doi: 10.1177/2382120520931059. eCollection 2020 Jan-Dec.
In this article, we discuss the current state of medical ethics education. In Higher Education, ethics is taught predominantly through discussion and case study-based teaching formats. At present, however, only little can be said about the adequacy of these teaching methods in attaining complex educational objectives as ethics education poses challenges regarding meaningful student assessment and evaluation of educational methods. Output-oriented evaluation and assessment paradigms that centre quantified student performance fail to meaningfully capture the learning of ethics. Currently, we argue that comparatively small efforts are being devoted to the advancement of innovative and adequate approaches to teaching and assessment in ethics education. In response to these shortcomings, drawing from educational traditions that focus on preparatory activities, we work towards a new approach to evaluate teaching methods and assessing the learning in ethics.
在本文中，我们探讨了医学伦理教育的现状。在高等教育中，伦理主要通过讨论和基于案例研究的教学形式来传授。然而，目前对于这些教学方法在实现复杂教育目标方面的充分性，可说的甚少，因为伦理教育在有意义的学生评估和教育方法评价方面存在挑战。以量化学生表现为中心的产出导向型评估范式无法有意义地捕捉伦理学习情况。目前，我们认为在推进伦理教育中创新且恰当的教学和评估方法方面所做的努力相对较少。针对这些不足，借鉴专注于预备活动的教育传统，我们致力于一种评估教学方法和伦理学习情况的新方法。
