Ethics and law for medical students: the core curriculum.
نویسنده
چکیده
Teachers of ethics in UK medical schools have agreed a core curriculum for ethics and law, which is published in this issue of the journal.' When I told a senior professor of medicine in my own clinical school of this consensus statement he gave a look of surprise and then shuddered. I interpret his look as astonishment that a group of medical ethicists can agree about anything. The shudder, I think, was at the thought of a uniform syllabus: will the autonomy of individual teachers, and of medical schools, be restricted, with a corresponding loss of creative innovation? Over the last two decades, a few people, in various UK medical schools, have struggled to introduce a serious course in ethics and law. Their efforts found some support from a few doctors, but met with a great deal of resistance. There are three principal reasons typically given for resisting change: the innovation is trivial, redundant, or impossible to achieve. Some said that ethical problems in medicine seldom arise, and when they do it is obvious what should be done (trivial). Some said that ethics was being taught, not as a formal course but on ward rounds in the context of discussing individual patients (redundant). Some said that there are no right or wrong answers with regard to ethical issues, and, therefore, ethics is about attitudes and moral character and not amenable to teaching (impossible). Institutions also create their own versions of catch-22 when resisting change. The version which I confronted was this: you can't teach ethics until you have shown that your programme is effective; you can't show that the programme is effective until you have taught ethics. With all these barriers, developments have been slow and haphazard and have depended on the hard work of a few individuals.
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ورودعنوان ژورنال:
- Journal of medical ethics
دوره 24 3 شماره
صفحات -
تاریخ انتشار 1998