LEARNING AND TEACHING MEDICAL ETHICS
This presentation is the property of its rightful owner.
Sponsored Links
1 / 20

LEARNING AND TEACHING MEDICAL ETHICS PowerPoint PPT Presentation


  • 77 Views
  • Uploaded on
  • Presentation posted in: General

LEARNING AND TEACHING MEDICAL ETHICS. SOME BACKGROUND. The Pond Report 1987 Tomorrow’s Doctors 1993 Consensus Statement 1998 Core content Learning and teaching methods 2000 Curricular review 2004 (2006). THE CORE CONTENT 1. Informed consent and refusal of treatment

Download Presentation

LEARNING AND TEACHING MEDICAL ETHICS

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


Learning and teaching medical ethics

LEARNING AND TEACHING MEDICAL ETHICS


Some background

SOME BACKGROUND

  • The Pond Report 1987

  • Tomorrow’s Doctors 1993

  • Consensus Statement 1998

    Core content

  • Learning and teaching methods 2000

  • Curricular review 2004 (2006)


The core content 1

THE CORE CONTENT 1.

  • Informed consent and refusal of treatment

  • The clinical relationship, truthfulness, trust and good communication

  • Confidentiality and good clinical practice

  • Medical research

  • Human reproduction


The core content 2

THE CORE CONTENT 2.

The new genetics

Children

Mental disorders and disability

Life, death, dying and killing

Vulnerabilities created by duties of doctors and medical students

Resource allocation

rights


The outcome of the 2004 study

THE OUTCOME OF THE 2004 STUDY

  • Horizontal integration

  • Learning methods

  • Methods of assessment

  • Theoretical issues

  • Staff expertise and capacity

  • Leadership


Conclusions at this stage

CONCLUSIONS AT THIS STAGE

  • We have come a long way

  • Clarity of the purpose of learning about medical ethics

  • Need for capacity and capability

  • Methods of learning and assessment

  • The theoretical base


Some historical reflections

SOME HISTORICAL REFLECTIONS

  • An arts degree before commencing medicine

  • “The Democratic Intellect” George Davie. Learning Moral Philosophy and Logic.

  • Could we return to this?


Learning and teaching medical ethics

SO WHAT WOULD I DO NOW?


Leadership

LEADERSHIP

  • Capacity- people

  • Capability- expertise and skills

  • At all levels-integration in the curriculum


People

PEOPLE

  • Building capacity

  • Learning sets, mentoring

  • Career progression and structure

  • Faculty of Medical Education


The purpose of the curriculum

THE PURPOSE OF THE CURRICULUM


Clarifying the purpose

CLARIFYING THE PURPOSE

  • Learning what is a moral issue?

  • What is the process of analysis and argument?

  • How do I express my values and judgements?

  • How do I deal with disagreements?

  • How do I test my views against others


Learning about ethical issues requires

LEARNING ABOUT ETHICAL ISSUES REQUIRES….

  • An understanding of the issue-the science and knowledge base

  • An understanding of ethical frameworks and principles-not just case studies and anecdotes

  • An understanding of one’s own values

  • Ability to think through the issue-logic and argument

  • Recognition of uncertainty-limits to knowledge


Integration of learning

INTEGRATION OF LEARNING

  • Across all parts of the curriculum

  • Cohesive

  • Not necessarily all in agreement!


The theoretical base

THE THEORETICAL BASE

  • Essential-just like anatomy, physiology and pathology in understanding the issues

  • But how should it be learned?

  • Leadership in medical ethics. Teachers who facilitate learning and have expertise

  • The use of language.


Learning and teaching medical ethics

THE ROLE OF THE ARTS AND HUMANITIES


Methods of learning and assessment

METHODS OF LEARNING AND ASSESSMENT

  • Debate and discussion

  • Problem based

  • The theoretical dimension

  • Assessment of learning

    analysis of a problem

    clarity in presentation-argument

    and logic

    reflection on own values


A model for learning

A MODELFor learning

THE THREE DIMENSIONS

  • Knowledge and certainty---

    uncertainty and lack of knowledge

  • Social values---personal values----professional values

  • Argument, analysis and logic----feelings and prejudice


The model

THE MODEL

  • Do I know enough about this issue and the science behind it-eg stem cells, artificial reproduction…?

  • Do I recognise what values are relevant here, and am I different from others?

  • Can I rationally analyse the problem and examine my prejudices?

  • And finally, is my decision defensible?


Conclusions

CONCLUSIONS

  • We can do better

  • The key is investment in people

  • Science AND the arts and humanities together


  • Login