Fulford K W, Yates A, Hope T
Oxford Practice Skills Project, University of Oxford.
J Med Ethics. 1997 Apr;23(2):82-7. doi: 10.1136/jme.23.2.82.
To study the resources available and resources needed for ethics teaching to medical students in UK medical schools as required by the new GMC core curriculum.
A structured questionnaire was piloted and then circulated to deans of medical schools.
All UK medical schools.
Eighteen out of 28 schools completed the questionnaire, the remainder either indicating that their arrangements were "under review" (4) or not responding (6). Among those responding: 1) library resources, including video and information technology were found to be fairly well developed; 2) many schools had a good supply of handouts and sample cases for teaching; 3) most had a written syllabus, and 4) two-thirds examined in the subject. However, many schools indicated that there was an urgent need for: 1) full-time teachers (most ethics teaching is still by part-time and voluntary staff); funding for books and journals, and 3) additional teaching materials (including further case vignettes, handouts and sample exam questions).
There has been a considerable overall improvement in resources for medical ethics teaching since the time of the last national survey (The Pond Report). However, provision varies widely from medical school to medical school. The particular needs identified were for full-time teachers, library resources and teaching materials. Wider use of existing organisations concerned with medical ethics could help to meet these needs.
根据英国医学总会（GMC）新的核心课程要求，研究英国医学院校开展医学生伦理教学所需的现有资源和所需资源。
先对一份结构化问卷进行了试测，然后分发给各医学院校的院长。
英国所有医学院校。
28所学校中有18所完成了问卷，其余学校要么表示其安排“正在审核”（4所），要么未作回应（6所）。在作出回应的学校中：1）图书馆资源，包括视频和信息技术资源，发展得相当不错；2）许多学校有大量用于教学的讲义和案例样本；3）大多数学校有书面教学大纲；4）三分之二的学校对该科目进行考核。然而，许多学校表示迫切需要：1）全职教师（目前大多数伦理教学仍由兼职和志愿人员进行）；2）图书和期刊经费；3）更多的教学材料（包括更多的案例 vignettes、讲义和考试样题）。
自上次全国性调查（《庞德报告》）以来，医学伦理教学资源总体上有了显著改善。然而，各医学院校的资源供应差异很大。确定的特殊需求是全职教师、图书馆资源和教学材料。更广泛地利用现有的医学伦理相关组织可能有助于满足这些需求。
