关于医学伦理学案例教学的内涵与外延

笔者认为,案例教学是医学伦理学教学中不可或缺的组成部分,其实质是在医学伦理学教学中贯彻理论与实际结合原则,目的是提高医学伦理学教育的实际效果,培养医学生核心的价值观念。1案例教学是一个基本的教学理念在讨论医学伦理学案例教学的时候,人们往往是从教学方法的层面思考,     

案例教学的医学伦理学再造

我国医学伦理学采用案例教学法已经有二十余年的历史了。在此期间,案例教学得到了一定的发展,却也受到了诸多因素的限制。当前,中国医学伦理学的案例教学朝哪里去、怎么去等一系列新的问题摆在我们面前,这些问题必须依赖于加强我国医学伦理学软件环境的建设并对案例教学进行医学伦理学的再造方能加以解决。     

教学和医疗查房中应重视伦理学相关问题

当前,在教学和医疗查房中多有忽视医学伦理学相关问题,因此,在教学和医疗查房中应将医学伦理学相关问题融入整合到教学和医疗查房中,这是教学和医疗查房的现实需要,医学模式和医患模式转变的客观要求,医学专业属性和人的属性的内在要求。融入整合的内容主要是教学和医疗查房所涉及的医学伦理实践教育内容和医学临床实践教育内容。融入整合的方法主要是借助病历报告、上级医师询问病历、病例讨论、正反案例分析、教师点评、总结等平台进行。     

案例伦理讨论在《医学伦理学》教学中的应用

案例伦理讨论在《医学伦理学》教学中的应用北京医科大学（１０００８３）李本富由美国纽约中华医学基金会资助我校的“医学伦理学教学模式改革实验”中,将案例伦理讨论引入教学是一项重要的改革内容。我们几年的教学实践证明,这种教学方法是可行的、有效的。作者在《医...     

医学生医学伦理学教育的困境及对策

医学伦理学是保证医疗卫生事业健康发展的因素,对医学伦理学教育的重要性、教育形式及认同感的影响因素进行问卷调查,调查显示,学生最认可的医学伦理学教育方式是临床教师言传身教,最不认可的是公共思想品德课程;对医学伦理学的认可受社会因素、学校因素、医学生个人多种因素影响。并结合结果剖析目前医学伦理学教育存在的体制死板、师资力量匮乏、社会实践活动少等问题,提出树立正面的榜样以培养高尚的医学伦理学意识、加强医学伦理学教育类课程的建设、增加实践教学、发挥教师言传身教等方法,以提高医学生医学伦理学教育的质量。     

论案例教学与医学伦理思维能力的培养

培养学生的医学伦理思维能力是医学伦理学最为重要的教学目的之一,案例教学则是最有利于达到该目的的教学形式。我们在山东大学尝试进行了通过案例教学,培养医学生的医学伦理思维能力。     

医学伦理学教育教学的改革与实践——2011年全国医学伦理学教育教学学术研讨会综述

2011年12月3日～4日;由中华医学会医学伦理学分会、广州医学院、广州市医学伦理学重点研究基地等单位共同主办的全国医学伦理学教育教学研讨会在广州召开.来自中华医学会医学伦理学分会、国家医师资格考试中心、广州市社科联等单位的领导;以及全国20多所高等院校的40余名医学伦理学专家学者参加了会议.与会的专家学者围绕医学伦理学教材建设、医学伦理学考试改革、医学伦理学教学方法探索等相关主题展开了深入而热烈的讨论.通过交流与研讨;参会的专家学者对医学伦理学教育教学领域的部分重要问题和基本问题达成了共识;对一些争论性问题进行了深入的交流;同时还针对医学伦理学教育教学的现状提出了一些有待研究的新问题.     

从功能角度看医学伦理学案例教学

案例教学,是指在教师的指导下把学生带人特定事件的现场,深人角色,再现案例情景,以提高学生实际运作能力的一种教学方法[1]。有论者认为医学伦理学案例教学的最终目的是培养学生能力[2]。但笔者以为,当前我国医学生的医学伦理学教学应该确立四个基本目的,第一,唤醒医学生的伦理     

在医学伦理学教学中融入医学法制教育的探索

道德与法律在临床医疗实践中的碰撞、冲突给医学生带来许多困惑,通过医学道德规范与医学法律规范对比和典型案例剖析,在医学伦理学教学中融入医学法制教育,能够澄清医学生模糊混乱的认识,引导他们正确对待医学道德与医学法律的关系,深化医学伦理学教学内容,提升教学效果.     

勇于面对现实提升伦理判断力——一项对300份医学伦理学案例写作的调查研究

通过对北京大学四所附属医院医学生300份医学伦理学案例写作的分析,了解医学生的伦理关怀和基本的价值趋向,并对当前医学伦理学教育存在的弊端进行反思.研究发现,医学生具有强烈的现实主义伦理关怀,具有批判思维的潜能,但同时又充满冲突和困境.然而,医学伦理学教育应该着重培养医学生道德能力,同时建构一个全面的支持性系统.     

Teaching ethics on rounds: The ethicist as teacher,consultant, and decision-maker

This paper explores the relationship between teaching and consulting in clinical ethics teaching and the role of the ethics teacher in clinical decision-making. Three roles of the clinical ethics teacher are discussed and illustrated with examples from the authors' experience. Two models of the ethics consultant are contrasted, with an argument presented for the ethics consultant as decision facilitator. A concluding section points to some of the challenges of clinical ethics teaching.     

Teaching Medical Law in Medical Education

Although the teaching of medical ethics and law in medical education is an old story that has been told many times in medical literature, recent studies show that medical students and physicians lack confidence when faced with ethical dilemmas and medico-legal issues. The adverse events rates and medical lawsuits are on the rise whereas many medical errors are mostly due to negligence or malpractices which are preventable. While it is true that many medical schools teach their students medical law and ethics, there are wide variations in what is being taught because there is no universally agreed syllabus. Yet the knowledge of medical law and ethics is closely relevant to the medical profession and that failure in abiding the law may result in serious civil or even criminal consequences. While this paper does not propose to lay detailed analysis of the relevant areas of law or ethics, it proposes to cover some legal areas so as to highlight and bring to attention the need for a medical law and ethics course. This article also considers the problems faced and recommendation as to future directions to be taken with respect to teaching medical law and ethics. It concludes with a suggested course outline for the teaching of medical law and ethics.     

Medical Ethics,Bioethics and Research Ethics Education Perspectives in South East Europe in Graduate Medical Education

Ethics has an established place within the medical curriculum. However notable differences exist in the programme characteristics of different schools of medicine. This paper addresses the main differences in the curricula of medical schools in South East Europe regarding education in medical ethics and bioethics, with a special emphasis on research ethics, and proposes a model curriculum which incorporates significant topics in all three fields. Teaching curricula of Medical Schools in Bulgaria, Bosnia and Herzegovina, Croatia, Serbia, Macedonia and Montenegro were acquired and a total of 14 were analyzed. Teaching hours for medical ethics and/or bioethics and year of study in which the course is taught were also analyzed. The average number of teaching hours in medical ethics and bioethics is 27.1 h per year. The highest national average number of teaching hours was in Croatia (47.5 h per year), and the lowest was in Serbia (14.8). In the countries of the European Union the mean number of hours given to ethics teaching throughout the complete curriculum was 44. In South East Europe, the maximum number of teaching hours is 60, while the minimum number is 10 teaching hours. Research ethics topics also show a considerable variance within the regional medical schools. Approaches to teaching research ethics vary, even within the same country. The proposed model for education in this area is based on the United Nations Educational, Scientific and Cultural Organization Bioethics Core Curriculum. The model curriculum consists of topics in medical ethics, bioethics and research ethics, as a single course, over 30 teaching hours.     

From innocence to experience: Teaching medical ethics to medical students

The author describes the content and method of a course in medical ethics for second-year medical students. He discusses the clergyperson's role in teaching medical ethics in relationship to physicians and concludes with reflections upon the study of medical ethics as part of the rite of passage of medical education.     

Some reflections on postgraduate medical ethics education

Three goals of teaching medical ethics to physicians are reviewed. Components of a basic course in medical ethics are described with special attention to the roles of case conferences, ethics rounds, and role modeling. Obstacles to teaching ethics are also addressed.     

The Effects of Note-Taking and Review on Sensemaking and Ethical Decision Making

The effectiveness of case-based learning in ethics education varies widely regarding how cases are presented. Case process instruction may impact case-based ethics education to promote sensemaking processes, ethical sensemaking strategy use, and ethical decision making (EDM) quality. This study examined two teaching techniques, notes and review, and participants completed note-taking and review activities examining a case-based scenario during an ethics education course. Results suggest that providing case notes in outline form improves sensemaking processes, strategy use, and EDM quality. In addition, combining processes of provided notes and passive review results in incremental, additive performance via certain ethical sensemaking strategies and EDM quality.     

Medical ethics in Poland

The work related to medical ethics written by Polish authors are reviewed and some topics concerning teaching and various other activities in this field are presented. The attention is centered on the opinions and attitudes concerning the essence of medical profession and the personal model of the physician, doctor-patient relationship (including duties of the doctor), medical research on humans, abortion and other problems. The role of medico-ethical tradition in Poland is described. Main trends in polish ethical thought in relation to medicine are taken into consideration. General aspects of medical ethics in present-day Poland are tentatively characterized.     

中国古代医德教育对现代医学生医德教育的启示

医德医风已成为全社会普遍关注的焦点,特殊职业要求医务工作者应具有高尚的医德,而高尚医德的培养应从医学生教育阶段开始,努力提高医学生的医德素养。我国传统的医德教育方法,如医学生人品的选拔,老师言传身教,徒弟满师传统等等对于培养现代医学生关爱病人、救死扶伤的医德风范仍具有积极的借鉴意义。     

医学伦理学是否可教及其他--关于医学伦理学教育的再思考

医学伦理学是否可教?如果可教,应该教规范还是教价值?如何拉近医学伦理学教育与现实的距离?怎样评价医学伦理学教学的效果?不仅是临床医生和卫生管理工作者,即使作为医学伦理学研究工作的学者也都对这些问题存在着不同程度的误解,这影响了医学伦理学学科地位的确立.