Making sense of ethics and law in the medical curriculum (English)

in Medical Teacher ; 33 , 5 ; 384-387
Medical Teacher

The moment a patient comes into the treatment room, the medical professional is placed in both an ethical and a legal context. The task for medical teachers is to equip students for this clinical reality in a way that makes sense both to the learners and to the variety of medical educators in the school, all of whom will have their own interpretations of the nature of this subject area.

Ethics and law in the medical curriculum (Dowie and Martin ), aims to provide an understanding of how ethics and law can be incorporated into the curriculum in a structured, coherent, and logical manner.

It is essential that we begin with a vision of the primary purpose of our course, and clarify the overall domain of learning to which it relates. Rather than presenting students with a miscellany of ethico-legal topics, their learning can be reinforced by constructing a frame around the key emphases in law and ethics. A professional ethics frame is proposed, highlighting the everyday, theory-based, habits, intentions, consequences and society elements of this approach.

The course also has to be mediated within the wider curriculum, and this benefits from a coherent and communicated course scheme that is directly meaningful within the educational setting of the medical school. Finally, within the Guide, examples of humanistic schemes are presented that centre on aspects of boundary in patient care, themed around body, person and community of practice.

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Table of contents – Volume 33, Issue 5

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Tables of content are generated automatically and are based on records of articles contained that are available in the TIB-Portal index. Due to missing records of articles, the volume display may be incomplete, even though the whole journal is available at TIB.

349
The teaching of medical ethics
Campbell, Alastair V. | 2011
351
How we involved bereaved family caregivers in palliative care education
Wittenberg-Lyles, Elaine M. / Shaunfield, Sara / Goldsmith, Joy / Sanchez-Reilly, Sandra | 2011
354
Assessment of professionalism: Recommendations from the Ottawa 2010 Conference
Hodges, Brian David / Ginsburg, Shiphra / Cruess, Richard / Cruess, Sylvia / Delport, Rhena / Hafferty, Fred / Ho, Ming-Jung / Holmboe, Eric / Holtman, Matthew / Ohbu, Sadayoshi et al. | 2011
364
Technology-enabled assessment of health professions education: Consensus statement and recommendations from the Ottawa 2010 conference
Amin, Zubair / Boulet, John R. / Cook, David A. / Ellaway, Rachel / Fahal, Ahmad / Kneebone, Roger / Maley, Moira / Ostergaard, Doris / Ponnamperuma, Gominda / Wearn, Andy et al. | 2011
370
Performance in assessment: Consensus statement and recommendations from the Ottawa conference
Boursicot, Katharine / Etheridge, Luci / Setna, Zeryab / Sturrock, Alison / Ker, Jean / Smee, Sydney / Sambandam, Elango | 2011
384
Making sense of ethics and law in the medical curriculum
Dowie, AL | 2011
388
A comparison of medical students’ self-reported empathy with simulated patients’ assessments of the students’ empathy
Berg, Katherine / Majdan, Joseph F. / Berg, Dale / Veloski, Jon / Hojat, Mohammadreza | 2011
392
Patient rights and medical education: Clinical principles
Lewkonia, Ray | 2011
397
A comparison of multiple mini-interviews and structured interviews in a UK setting
O’Brien, Aileen / Harvey, Jake / Shannon, Muriel / Lewis, Kenton / Valencia, Oswaldo | 2011
403
Why don’t they know enough about anatomy? A narrative review
Bergman, E. M. / Van Der Vleuten, Cees P. M. / Scherpbier, Albert J. J. A. | 2011
410
A model teaching session for the hypothesis-driven physical examination
Nishigori, Hiroshi / Masuda, Kozo / Kikukawa, Makoto / Kawashima, Atsushi / Yudkowsky, Rachel / Bordage, Georges / Otaki, Junji | 2011
422
Letters to the Editor
| 2011
428
eMedical Teacher
Ellaway, Rachel | 2011
431
News & Notes
| 2011
e227
Musculoskeletal examination teaching by patients versus physicians: How are they different? Neither better nor worse, but complementary
Oswald, Anna E. / Wiseman, Jeffrey / Bell, Mary J. / Snell, Linda | 2011
e236
Promoting interprofessional learning with medical students in home care settings
Solomon, Patricia / Risdon, Cathy | 2011
e242
Motivation as an independent and a dependent variable in medical education: A review of the literature
Kusurkar, R. A. / Ten Cate, Th. J. / van Asperen, M. / Croiset, G. | 2011
e263
Incorporating multi-source feedback into a new clinically based revision course for the FRCS(Plast) exam
Chipp, Elizabeth / Srinivasan, Karthik / Adil Abbas Khan, Muhammad / Rayatt, Sukh | 2011
e267
Psychometric evaluation of the Dundee Ready Educational Environment Measure: Swedish version
Jakobsson, Ulf / Danielsen, Nils / Edgren, Gudrun | 2011
e275
Does the need for professional competencies change during the physician's career? – A Finnish national survey
Litmanen, Topi / Ruskoaho, Juho / Vänskä, Jukka / Halila, Hannu / Patja, Kristiina | 2011
e281
Reflective ability and moral reasoning in final year medical students: A semi-qualitative cohort study
Chalmers, Patricia / Dunngalvin, Audrey / Shorten, George | 2011

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