Virtue in Medical Practice: An Exploratory Study

Abstract

Virtue ethics has long provided fruitful resources for the study of issues in medical ethics. In particular, study of the moral virtues of the good doctor—like kindness, fairness and good judgement—have provided insights into the nature of medical professionalism and the ethical demands on the medical practitioner as a moral person. Today, a substantial literature exists exploring the virtues in medical practice and many commentators advocate an emphasis on the inculcation of the virtues of good medical practice in medical education and throughout the medical career. However, until very recently, no empirical studies have attempted to investigate which virtues, in particular, medical doctors and medical students tend to have or not to have, nor how these virtues influence how they think about or practise medicine. The question of what virtuous medical practice is, is vast and, as we have written elsewhere, the question of how to study doctors’ moral character is fraught with difficulty. In this paper, we report the results of a first-of-a-kind study that attempted to explore these issues at three medical schools (and associated practice regions) in the United Kingdom. We identify which character traits are important in the good doctor in the opinion of medical students and doctors and identify which virtues they say of themselves they possess and do not possess. Moreover, we identify how thinking about the virtues contributes to doctors’ and medical students’ thinking about common moral dilemmas in medicine. In ending, we remark on the implications for medical education.

Revisiting the need for virtue in medical practice: a reflection upon the teaching of Edmund Pellegrino

“…This is supported by the work of Arthur and colleagues that demonstrated that physicians’ characterization of an “ideal doctor” most often portrays enactment of intellectual and moral virtues in practice [ 20 ]. Similar findings have been reported by Kotzee et al [ 21 ]. According to Gardiner [ 22 ], “… a good person who behaves well must develop virtues, which, through habitual use, become part of that person’s character”.…”

Wisdom and Ethico-Legal Practice

“…It has been argued that attention to wisdom in clinical education improves care (Marcum, 2013). Yet, its presence in curricula and training varies, with the term "judgement" more commonly used than wisdom (Kaldjian, 2010;Kotzee, Ignatowicz, & Thomas, 2017). Sometimes, wisdom is carefully and deliberately included with opportunities for learners to reflect on their experiences, discuss concepts and develop strategies for the workplace that are supportive and effective.…”

Talking About Professionalism Through the Lens of Professional Identity

“…That greatly complicates the task of discussing professionalism with clinicians at any training level (medical students, residents and fellows, practicing physicians, and other health care professionals), whether in remedial counseling or in group presentations. This paper presents a method (Table ) for educators to help recipients understand how adhering to professionalism's basic elements will affect their career trajectory.…”

“…Alternatively, speakers may detail process‐driven ethical activities, such as writing do‐not‐attempt‐resuscitation orders, interpreting advance directives, determining decision‐making capacity, and soliciting help from bioethics committees and consultants. While these are vital skills for working through ethical dilemmas, they relate to professionalism only insofar as clinical competence is an essential component . Because professionalism and professional identity have overlapping and mutually reinforcing elements, speakers can frame their discussions as ways to use positive attitudes and behavior to advance listeners’ personal and professional goals and to avoid the short‐ and long‐term consequences of unprofessional behavior.…”