An ethics core curriculum for Australasian medical schools

Braunack-Mayer, A.; Gillam, Lynn; Vance, Erik; Gillett, Grant; Kerridge, Ian; McPhee, Jennifer L.; Saul, P.H.; Smith, Dale E.; Wellsmore, H M; Koczwara, Bogda; Rogers, Wendy A.; McNeill, Paul M.; Newell, Christopher; Parker, Malcolm; Walton, Marsha D.; Whitehall, John; Australian, Law in; Schools, New Zealand Medical

doi:10.5694/j.1326-5377.2001.tb143097.x

Cited by 57 publications

(33 citation statements)

References 16 publications

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“…Students are taught to identify the principles at stake in any given ethical situation, and, where they compete, weigh them up to determine the ethically best course of action 4 5. This approach to ethics education is based on two key ideas: that good ethical decision-making is rational and systematic, and that ethical decision-making (or problem-solving) is the essence of ethical practice 6.…”

Section: Introductionmentioning

confidence: 99%

The role of emotions in health professional ethics teaching

et al. 2013

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In this paper, we put forward the view that emotions have a legitimate and important role in health professional ethics education. This paper draws upon our experience of running a narrative ethics education programme for ethics educators from a range of healthcare disciplines. It describes the way in which emotions may be elicited in narrative ethics teaching and considers the appropriate role of emotions in ethics education for health professionals. We argue there is a need for a pedagogical framework to productively incorporate the role of emotions in health professional ethics teaching. We suggest a theoretical basis for an ethics pedagogy that integrates health professional emotions in both the experience and the analysis of ethical practice, and identify a range of strategies to support the educator to incorporate emotion within their ethics teaching.

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Section: Introductionmentioning

confidence: 99%

The role of emotions in health professional ethics teaching

et al. 2013

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“…Junior doctors would benefit from these implementation skills being as well-articulated, researched, and taught as the standard knowledge components of core curricula around ethical concepts and classic issues. For example, what exactly are the “skills necessary to implement ethical decisions in the face of institutional constraints” that the Australian curriculum mentions?1 How can they most effectively be developed? Maggie’s experience suggests that significant emphasis on this aspect would complement junior doctors’ knowledge of ethical concepts and skills of moral reasoning to better enable the ethical practice at which ethics education aims.…”

Section: Implementation Skillsmentioning

confidence: 99%

“…The skill of recognising ethical issues in practice is mentioned specifically in the Australian core curriculum1 and the UK document similarly advocates “enabling students to understand that ethical … [issues] occur in everyday practice” 9. However, Maggie’s story and the results of studies indicating that many junior doctors do not perceive ethical issues in their practice 10 suggest that according greater prominence to this skill in undergraduate teaching is necessary.…”

Section: Implementation Skillsmentioning

confidence: 99%

Combating junior doctors’ “4am logic”: a challenge for medical ethics education

McDougall

2009

J Med Ethics

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Undergraduate medical ethics education currently focuses on ethical concepts and reasoning. This paper uses an intern's story of an ethically challenging situation to argue that this emphasis is problematic in terms of ensuring students' ethical practice as junior doctors. The story suggests that it is aligning their actions with the values that they reflectively embrace that can present difficulties for junior doctors working in the pressures of the hospital environment, rather than reasoning to an ethically appropriate action. I argue that junior doctors need skills for implementing their ethical decisions and that these ought to form a central component of undergraduate medical ethics education.

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“…The importance of culture as a part of medical education has been raised [7] and physicians' ethical views have become an issue. There is a need for skills and knowledge related to ethics, which is as fundamental to the practice of medicine as basic sciences or clinical skills [8]. …”

Section: Introductionmentioning

confidence: 99%

Need for enforcement of ethicolegal education – an analysis of the survey of postgraduate clinical trainees

Mayeda

Takase

2005

BMC Med Ethics

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BackgroundThe number of medical lawsuits in Japan was between 14 and 21 each year before 1998, but increased to 24 to 35 per year after 1999. There were 210 lawsuits during this 10-year period. There is a need for skills and knowledge related to ethics, which is as fundamental to the practice of medicine as basic sciences or clinical skills. in Japan education in ethics is relatively rare and its importance is not yet recognized. Establishing ethics education using legal precedents, which has already been achieved in Western countries, will be a very important issue in Japan. In the present study, a questionnaire survey was conducted among graduate intern doctors, in order to investigate whether ethics education using precedents might have a positive effect in Japan.MethodsIn 2002, a questionnaire survey entitled Physicians' Clinical Ethics was carried out in a compulsory orientation lecture given to trainees before they started clinical practice in our hospital. The attendees at this lecture were trainees who came from colleges in various districts of Japan. During the lecture, 102 questionnaires were distributed, completed by attendees and collected. The recovery rate was 100%. The questionnaire consisted of 22 questions (in three categories), of which 20 were answered by multiple choices, and the other two were answered by description. The time required to complete the questionnaire was about 10 minutes.ResultsThe recovered questionnaires were analyzed using statistical analysis software (SPSS for Windows, Release 10.07J-1/June/2000), in addition to simple statistical analysis. answers using multiple choices for the 20 questions in the questionnaire were input into SPSS. The principal component analysis was performed for each question. As a result, the item that came to the fore was "legal precedent". Since many intern doctors were interested in understanding laws and precedents, learning about ethical considerations through education using precedents might better meet with their needs and interests.ConclusionWe applied a new method in which the results of principal component analysis and frequencies of answers to other questions were combined. From this we deduced that the precedent education used in Western countries was useful to help doctors acquire ethical sensitivity and was not against their will. A relationship was found between reading precedents and the influence of lawsuits, and it was thought that student participation-type precedent education would be useful for doctors in order to acquire ethical sensitivity.

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An ethics core curriculum for Australasian medical schools

Cited by 57 publications

References 16 publications

The role of emotions in health professional ethics teaching

The role of emotions in health professional ethics teaching

Combating junior doctors’ “4am logic”: a challenge for medical ethics education

Need for enforcement of ethicolegal education – an analysis of the survey of postgraduate clinical trainees

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