ten Have H A
Department of Ethics, Philosophy and History of Medicine, Catholic University of Nijmegen, The Netherlands.
Med Educ. 1995 Jan;29(1):34-8. doi: 10.1111/j.1365-2923.1995.tb02797.x.
This paper compares ethics programmes in clinical education in two medical schools in the Netherlands. Ethics education in the University of Maastricht is case oriented, whereas the emphasis in ethics teaching in the Catholic University of Nijmegen is focused on the methods of ethics and moral reasoning. The general objectives, format and evaluation are discussed. Both programmes assume that in clinical decision-making normative and technical issues are intertwined; if a normative dimension is intrinsic to medical practice itself, students should learn during clinical training how to explicate and evaluate the moral quandaries of their profession. The positive characteristics of the Maastricht programme (student-centred approach, relevant cases, team-teaching of ethicist and clinician), if combined with those of the Nijmegen programme (a coherent theoretical framework and method for case analysis and interpretation), would create a new, powerful model for clinical ethics teaching. In a recent report such a model is advocated for all Dutch medical schools.
本文比较了荷兰两所医学院临床教育中的伦理课程。马斯特里赫特大学的伦理教育以案例为导向，而奈梅亨天主教大学的伦理教学重点则放在伦理方法和道德推理上。文中讨论了这两个课程的总体目标、形式和评估。两个课程都认为，在临床决策中，规范性问题和技术问题相互交织；如果规范性层面是医疗实践本身所固有的，那么学生在临床培训期间就应该学习如何阐明和评估其职业中的道德困境。马斯特里赫特课程的积极特点（以学生为中心的方法、相关案例、伦理学家和临床医生的团队教学），如果与奈梅亨课程的特点（连贯的理论框架以及案例分析和解释方法）相结合，将创建一个全新且强大的临床伦理教学模式。在最近的一份报告中，这种模式被倡导应用于所有荷兰医学院。
