Mitchell K R, Myser C, Kerridge I H
Faculty of Medicine, University of Newcastle, Australia.
J Med Ethics. 1993 Dec;19(4):230-6. doi: 10.1136/jme.19.4.230.
At the University of Newcastle, health law and ethics is taught and assessed in each year of the five-year curriculum. However, the critical question for assessment remains: 'Does teaching ethics have a measurable effect on the clinical activity of medical students who have had such courses?' Those responsible for teaching confront this question each year they sit down to construct their assessment tools. Should they assess what the student knows? Should they assess the student's moral reasoning, that is, what decisions the student makes, and, how these decisions are justified, or should they assess what the student actually does when dealing with patients in the clinical setting, and how he or she does it? From 1982 to 1991, assessment at Newcastle was primarily aimed at determining the quality of the students' ethics knowledge base. This paper describes the strengths and limitations of a purely knowledge-based method of evaluation and why in 1992, we are now attempting to redefine and assess, what we call 'clinical ethical competence' in terms of how students actually apply this knowledge base in a controlled clinical context.
在纽卡斯尔大学，健康法与伦理学在五年制课程的每一年都有教学和评估。然而，评估的关键问题仍然是：“教授伦理学对上过此类课程的医学生的临床活动是否有可衡量的影响？”负责教学的人员每年在坐下来构建评估工具时都会面对这个问题。他们应该评估学生知道什么吗？应该评估学生的道德推理，即学生做出了哪些决定，以及这些决定是如何得到合理说明的，还是应该评估学生在临床环境中与患者打交道时实际做了什么，以及他或她是如何做的？从1982年到1991年，纽卡斯尔的评估主要旨在确定学生伦理学知识基础的质量。本文描述了一种纯粹基于知识的评估方法的优点和局限性，以及为什么在1992年，我们现在正试图根据学生在可控临床环境中实际应用该知识基础的方式，重新定义并评估我们所谓的“临床伦理能力”。
