Understanding, Being, and Doing: Medical Ethics in Medical Education  

Oleh:

Rhodes, Rosamond ; Cohen, Devra S

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Cambridge Quarterly of Healthcare Ethics (keterangan: ada di Proquest) vol. 12 no. 01 (2003), page 39.

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Perpustakaan FK Nomor Panggil: C01.K Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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Over the past 15 years, medical schools have paid some attention to the importance of developing students' communication skills as part of their medical education. Over the past decade, medical ethics has been added to the curriculum of most U.S. medical schools, at least on paper. More recently, there has been growing discussion of the importance of professionalism in medical education. Yet, the nature and content of these fields and their relationship to one another remains confused and vague, and that lack of clarity, in turn, impairs the effectiveness of medical education. This ambiguity invites serious contention over who should design and teach the curriculum as well as when, where, and how it should be taught. Today, we also encounter vastly different views on the tools, discipline, and skills that are inherent in medical ethics itself. Some see medical ethics as an interdisciplinary field and invite humanists of every persuasion, assorted health professionals, and multiculturalists to join their ranks and contribute to their deliberations. Others see medical ethics as a demanding specialty that brings the insights of philosophers to bear on contemporary clinical dilemmas arising from dramatic advances in medical technology and knowledge. And others see philosophers as having nothing especially distinctive or valuable to contribute to the field. In what follows, we explain the centrality of philosophy in medical ethics by pointing out an important distinction between two concepts of medical ethics. We then elucidate the significant implications of that distinction and show how philosophy can be used to construct an ethical framework for the medical professions by drawing on the work of John Rawls. Finally, we offer an account of how education on the ethics of medicine should relate to the training and assessment of communication skills and be integrated into the medical school curriculum.

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