Learning to see: moral growth during medical training.

André, Judith

doi:10.1136/jme.18.3.148

Cited by 33 publications

(24 citation statements)

References 7 publications

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“…Joint ethical classes or workshops for nursing and medical students may increase the understanding of all viewpoints. 21 Problems with undermedication for pain continue to need to be addressed. Greipp 22 feels that this is a major area that needs to be concentrated on to enhance patient care.…”

Section: Discussionmentioning

confidence: 99%

Suffering and Ethical Caring: incompatible entities

Leners

Beardslee

1997

Nurs Ethics

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Ethical problems are continuing to expand in health care due to conflicts of technology and value. This study investigated what kind of ethical problems nurses face in clinical situations and what process they use in deciding on actions to take. Ethical theories in justice and caring were explored. Qualitative research was used and ethnographic analysis was conducted with six staff nurses from three clinical areas. An analysis of the data yielded an overarching theme of 'Suffering and ethical caring: incompatible entities'. Six domains were identified: informant definitions, preceding conditions, actions taken, intervening variables, risks and recommendations. Future research is needed in the field of client and family suffering and pain.

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Section: Discussionmentioning

confidence: 99%

Suffering and Ethical Caring: incompatible entities

Leners

Beardslee

1997

Nurs Ethics

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“…Whoever reads about the place of ethics in medical education comes across a near unanimous judgment: ethics education is essential for medical students, but several factors prevent it from getting the place it deserves 8 – 12. We have mentioned some firmly established cultural presumptions of students.…”

Section: Professionalism and Ethicsmentioning

confidence: 99%

“…Moral understanding—ethics—has to do with perceiving 12. In the same way as caring is an activity that can be learnt, perceiving the moral dimension of medical practice is also a skill that can be acquired to a greater or lesser extent.…”

Section: Portfolio Learningmentioning

confidence: 99%

Compassion as a basis for ethics in medical education

Leget

Olthuis

2007

J Med Ethics

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The idea that ethics is a matter of personal feeling is a dogma widespread among medical students. Because emotivism is firmly rooted in contemporary culture, the authors think that focusing on personal feeling can be an important point of departure for moral education. In this contribution, they clarify how personal feelings can be a solid basis for moral education by focusing on the analysis of compassion by the French phenomenologist Emmanuel Housset. This leads to three important issues regarding ethics education: (1) the necessity of a continuous attention for and interpretation of the meaning of language, (2) the importance of examining what aspect of “the other” touches one and what it is that evokes the urge to act morally and (3) the need to relate oneself to the community, both to the medical community and to collectively formulated rules and laws. These issues can have a place in medical education by means of an ethical portfolio that supports students in their moral development. First, keeping a portfolio will improve their expression of the moral dimension of medical practice. Second, the effects of self-knowledge and language mastery will limit the pitfalls of emotivism and ethical subjectivism and will stimulate the inclination to really encounter the other. Third, it will show medical students from the start that their moral responsibility is more than following rules and that they are involved personally.

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“…32 Many students referred to "eye-opening" experiences of new, or renewed, insight and greater personal awareness. Andre 41 refers to the "moral blindness" of medical training, and suggests a number of initiatives that might enable medical students to reclaim a moral vision of patients as persons. Novak et al 9 suggest that the development of selfawareness, personal growth and well-being amongst students represent fundamental requirements in the development of the "physician-healer" concept.…”

Section: Awakenings and Epiphaniesmentioning

confidence: 99%

Transformative Learning as the Basis for Teaching Healing

Kearsley

2015

IJWPC

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The author describes the nature of transformative education, and highlights the potential importance of its implementation in creating physician-healers and propagating whole person care. The author proposes that teaching courses in healing are integral to the professional identity formation of "doctors as healers".The teaching of Healing in workshop format for medical students is used as a template to suggest innovative teaching models which may be used to engender personal transformation in doctors and medical students.

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Learning to see: moral growth during medical training.

Cited by 33 publications

References 7 publications

Suffering and Ethical Caring: incompatible entities

Suffering and Ethical Caring: incompatible entities

Compassion as a basis for ethics in medical education

Transformative Learning as the Basis for Teaching Healing

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