Renaer M
Katholieke Universiteit Leuven.
Verh K Acad Geneeskd Belg. 1995;57(4):251-68; discussion 268-9.
Codes of medical ethics summarize the most important duties of the medical profession; but the field of medical ethics encompasses more problems than are treated in the codes, and the management of many health care problems necessitates the collaboration of non-medical personnel. This state of affairs has led to the broader notion of health care ethics. All important problems of health care have ethical aspects, and during the last decennia progress in many branches of biology and medicine has brought with it new ethical problems. This renders teaching and education in health care ethics all the more important. The time allotted to the formal teaching of health care ethics is very limited. Therefore, whoever is responsible for teaching and education of medical students should contribute by his(her) example, his(her) advice and supervision, where appropriate, to the ethical education of the younger generation. As new problems will surely arise during the later professional life, their explanation and discussion should, more than is currently being done, be integrated in the programs of continued medical education.
医学伦理准则总结了医学职业最重要的职责；但医学伦理领域所涵盖的问题比准则中所涉及的要多，而且许多医疗保健问题的处理需要非医务人员的协作。这种情况导致了更广泛的医疗保健伦理概念。所有重要的医疗保健问题都有伦理方面，并且在过去几十年里，生物学和医学许多分支的进展带来了新的伦理问题。这使得医疗保健伦理的教学和教育变得更加重要。分配给医疗保健伦理正式教学的时间非常有限。因此，任何负责医学生教学和教育的人都应该通过自己的榜样、建议以及在适当情况下的监督，为年轻一代的伦理教育做出贡献。由于在随后的职业生涯中肯定会出现新问题，对这些问题的解释和讨论应该比目前更多地融入继续医学教育项目中。
