完善医学生职业道德培养教育途径

为了提高我国医学生职业道德教育的有效性和实效性,需不断完善和健全现有职业道德培养渠道,并拓展新渠道.在探讨研究国外医学生道德培养途径基础上,博采众家之长,形成以职业道德教育贯穿于专业教育全过程为特征,以职业道德教育与临床医疗实践相结合,以提高医学生自我道德教育能力为目的,适合我国特点的医学生职业道德培养途径.     

浅谈对医学生职业道德教育方法的创新尝试

加强医学生的职业道德素质是高校德育的重要任务,职业道德教育应充分体现以学生为主体的教育思想。在近几年的教学中,我们不断努力探索更有效的职业道德教育方法,增强情景教学的实效性,以体验为主,强化感性认识的教学方法在职业道德教育中的应用,落实实践出真知的认识论原理。     

医学生职业道德教育现状及医德心理培育的必要性

医学生作为医务工作的后备力量,他们的职业道德水平直接关系到我国目前医疗卫生行业的行风建设及医患关系的改善.然而,从目前我国医学院校职业道德教育现状看,其内容陈旧、形式枯燥乏味,达不到教育目的.道德心理决定道德行为,医学生的职业道德教育同样需要有职业道德心理作基础.因此,医学生职业道德教育要取得实效,必须注重其职业道德心理的培育.     

加强会计职业道德教育

解决会计信息失真问题,塑造会计职业独立、公正、客观的良好社会形象必须从最关键的职业道德教育入手。加强会计职业道德教育,应突出学校教育以及后续教育中职业道德教育的应有地位。同时还应加强有关方面的配套教育。只有通过社会主义精神文明建设,才能为会计职业道德建设和教育营造出良好的社会环境,最终提高我国会计职业道德的整体水平。     

新时期医学生整体素质培养的几点思考

随着知识经济时代的到来,在我国传统医学教育模式下培养的大多数临床医学生,越来越难以适应现代医学发展和新时期群众对医疗服务的需求。因此,必须加强医学生整体素质培养,主要是职业道德素质、全面技能、人文文化、创新攻关精神、实事求是态度这几个方面的重点培养,以适应医学人才发展需要。     

礼仪与教师职业道德的价值实现

维护和体现人的尊严是礼仪的价值所在。教师的职业劳动是传播、创造人类文化、文明和先进思想 ,职业特点是以人格来培养人格 ,以灵魂来塑造灵魂。教师礼仪的核心是对学生的尊重和关爱 ,是教师向学生表达教师爱的具体形式。所以 ,礼仪不仅是教师自身良好职业道德修养的表现 ,而且使教师职业道德成为一种重要的教育力量或教育要素。     

医学生职业道德教育现状及医德心理培育的必要性

医学生作为医务工作的后备力量,他们的职业道德水平直接关系到我国目前医疗卫生行业的行风建设及医患关系的改善。然而,从目前我国医学院校职业道德教育现状看,其内容陈旧、形式枯燥乏味,达不到教育目的。道德心理决定道德行为,医学生的职业道德教育同样需要有职业道德心理作基础。因此,医学生职业道德教育要取得实效,必须注重其职业道德心理的培育。     

提高医学生法律素质促进医患关系健康发展——由“佛山弃婴”案引发的思考

“佛山弃婴”案反映了当前医患关系的紧张和医务人员法律素质的缺乏,唤起了高等医学教育对医学生法律素质培养的重视,由此提出深化医学生对医患关系的理解、提高医学生的人文执业能力、提高医学生的职业道德修养三个培养目标,并从完善教育体系、创新教育模式和搭建实践平台三个层面提高医学生法律素质、促进医患关系健康发展的构想.     

我国勘察设计咨询业职业道德建设剖析

本文从勘察设计咨询业的重要性、法制建设与职业道德建设相结合 ,以及中国入世后市场环境的变化等几方面论述了加强我国勘察设计咨询业职业道德建设的必要性 ,深入剖析了 FIDIC职业道德准则 ,阐述了促进我国勘察设计咨询业职业道德建设的机遇与途径。     

生命教育:医学生人文精神培养的重要维度

医学人文精神是对人的生命神圣、生命质量、生命价值和人类未来的健康与幸福的关注,其核心就是关爱生命.在医学生中开展生命教育,是培养医学生人文精神的重要维度.以生命教育为核心,可以加强医学生敬畏生命、尊重生命、热爱生命、发展生命的人文精神培养,提高自身的人文精神素养,使人文精神能够在医疗实践中更好地应用.     

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。     

关于医学伦理学教育的几点思考

医学伦理学教育中长期存在的一些问题尚未很好解决.由于较多强调课程的道德教育功能,对其作为独立学科存在的性质和意义仍重视不够,医学伦理学是进行道德分析、准则与价值评判的理论体系,通过医学伦理学的学习和训练,应使学生能够对有关问题在广阔的背景中进行深层次思考并做出独立判断.我们应在进一步更新观念的基础上,改进哲学、伦理学基础教育,以促进医学伦理学教育的发展,而其意义已远超出医学伦理学之外.     

略论“延续性医德教育”模式的内涵与构建

目前医德教育在教育时间与教育手段等方面缺乏延续性。通过对医德教育的特点和规律以及传统医德教育存在的弊病、医疗领域不正之风的负面影响等问题的分析,提出应着手构建在校医学生—实习生—在职医务人员"三位一体"的"延续性医德教育"模式,实现"第一课堂与第二课堂"、"系统医德理论与实践"、"被动性与自主性"医德教育三结合。     

Reflections of a reluctant clinical ethicist: Ethics consultation and the collapse of critical distance

The obvious appeal and growing momentum of clinical ethics in academic medical centers should not blind us to a potential danger: the collapse of critical distance. The very integration into the clinical milieu and the processes of clinical decision making, that clinical ethics claims as its greatest success, carries the seeds of a dilution of ethics' critical stance toward medicine and medical education. The purpose of this paper is to suggest how this might occur, and what potential contributions of ethics to medicine might be sacrificed as a result. Medical sociology will be used for comparison. Sociologists have found that they may function either as students and critics of established medical practices and educational philosophies, or as collaborative participants in them — but rarely both. It may be that professional ethics is most effective when it plays the role of stranger rather than insider, and is continually able to question the most basic assumptions and values of the enterprise with which it is associated. As with medical sociology, ethics and humanities must ask to what extent their desire for acceptance in the clinic requires their acceptance of the clinic: specifically, acceptance of basic assumptions about optimal ways of organizing medical education, socializing physicians-in-training, providing care, and even of defining medical ethics itself. The paper concludes by recommending that ethics reassert its strangeness in the medical milieu even as it assumes a more prominent role within the medical center.     

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.     

近视激光手术治疗几个问题的探讨

近视眼是目前全球发生率最高的屈光不正,我国的近视准分子激光手术水平已与世界先进水平同步,并处于快速、稳健的发展中。依据辩证法正确评价近视激光手术的优缺点,遵循系统论的整体性、最优化、动态化和模型化的基本原则,可以进一步提高激光手术治疗的视觉质量,促进近视激光手术治疗的健康发展。     

Integrating emotion and other nonrational factors into ethics education and training in professional psychology

ABSTRACT

Any professional or scientific discipline has a responsibility to do what it can to ensure ethical behavior on the part of its members. In this context, this paper outlines and explores the criticism that to date the emphasis in ethics training in professional psychology, as with other disciplines, has been on the rational elements of ethical decision making, with insufficient attention to the role of emotions and other nonrational elements. After a brief outline of some of the historical background to the development and understanding of ethical decision making, relevant theoretical and empirical literature on the influence of emotional and other nonrational factors on our ethical decisions is reviewed. The implications of this literature for ethics education and training are outlined, particularly with respect to the use of case studies. An integrative approach is proposed, and conclusions and recommendations are offered with respect to such an approach.     

医学伦理学不可忽视的课题：利益伦理

当今是一个以利益为轴心的时代。利益伦理学是医学伦理学不可忽视的课题。将病人利益置于首位应当是现代医学伦理学的首要原则。欲望是无穷的,利益是有限的。任何利益都有自己的边界和限度。我们必须设置利益的道德界限,以回答当前医学伦理学面临的种种现实课题。     

Practical Computer Ethics (Book)

Do continuing education (CE) mandates increase participation in ethics programs and enhance their perceived outcomes? In a study of 5,198 North American psychologists, significant differences were found between mandated and nonmandated psychologists in relation to their participation in ethics programs but not in the perceived outcomes associated with those trainings. Although 64.3% of those psychologists operating under ethics mandates reported completing at least one ethics training within the previous year, only 40.7% of those without such mandates reported doing likewise. Overall, both groups tended to view their ethics training quite favorably in relation to its perceived outcomes, though they differed in relation to their endorsement of CE mandates. Results are discussed in relation to the ongoing development of evidence-based CE and its role in developing critical professional competencies.     

Rethink "Affirmative Agreement," but Abandon "Assent"

Training in ethics and professionalism is a fundamental component of residency education, yet there is little empirical information to guide curricula. The objective of this study is to describe empirically derived ethics objectives for ethics and professionalism training for multiple specialties. Study design is a thematic analysis of documents, semi-structured interviews, and focus groups conducted in a setting of an academic medical center, Veterans Administration, and community hospital training more than 1000 residents. Participants were 84 informants in 13 specialties including residents, program directors, faculty, practicing physicians, and ethics committees. Thematic analysis identified commonalities across informants and specialties. Resident and nonresident informants identified consent, interprofessional relationships, family interactions, communication skills, and end-of-life care as essential components of training. Nonresidents also emphasized formal ethics instruction, resource allocation, and self-monitoring, whereas residents emphasized the learning environment and resident-attending interactions. Conclusions are that empirically derived learning needs for ethics and professionalism included many topics, such as informed consent and resource allocation, relevant for most specialties, providing opportunities for shared curricula and resources.