Ethics/human values education in the family practice residency.
ABSTRACT Courses in medical ethics (and other humanities) have been introduced into the curricula of many medical schools, but formal attention to ethics and the value dimensions of medical practice have been largely absent from a crucial phase of medical education and socialization--the residency. In this paper the scope of ethics is identified in terms of the normal professional experiences of a family physician. The author describes in detail the six educational objectives and the instructional methods that form the basis of the ethics/human values curriculum in the Department of Family Practice residency program, Medical University of South Carolina.
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ABSTRACT: Professional and accreditation organizations have endorsed medical ethics as a fundamental component of education for family medicine trainees. Yet various obstacles combine to work against the continuation of formal medical ethics education beyond medical school and into residency training. This article reviews the current consensus on the scope and objectives of medical ethics education in the context of family medicine training. The need for, and outcomes of, medical ethics teaching are analyzed on the basis of the available evidence. Recent trends in medical education that potentially influence graduate medical ethics training are also discussed (specifically ethics training in medical schools and the priority given to training in professionalism). This review shows a strong evidence-based need to provide medical ethics education for family physicians in training, a need that is apparent on many levels. The current reliance on medical school ethics education and emphasis on professionalism does not answer this need. A well-constructed course in medical ethics for family medicine trainees can teach an array of competencies stipulated by professional and accreditation agencies as important in the practice of family medicine. Educators must strive to overcome barriers and provide formal medical ethics programs to better prepare family physicians for modern professional roles.Family medicine 11/2008; 40(9):658-64. · 1.33 Impact Factor
Article: [The development of ethics. Identifying what training in medical ethics is needed by family physicians].[show abstract] [hide abstract]
ABSTRACT: To identify what training in medical ethics physician teachers need. Qualitative research study using a modified nominal group technique. Family practice units affiliated with the Department of Family Medicine at Laval University in Quebec. Fifty-three physician teachers in six family practice units. During seven meetings, the teachers shared information on clinical situations that had posed ethical problems. Data were analyzed using Strauss and Corbin's method. MAIN OUTCOME FINDINGS: The 277 clinical situations were classified under nine themes: ethics; confidentiality; consent, refusal of treatment, and the right to information; level of care and abstention from and cessation of treatment; relationships with pharmaceutical companies and the ethics of research; ethics of teaching; allocation of resources; influence of third parties; and euthanasia and assisted suicide. Learning objectives were developed. This research forms the basis of the ethics curriculum in the family medicine residency program at Laval University. It also offers a strategy for integrating ethics into daily teaching activities because the learning objectives derive directly from the concerns of the teaching faculty.Canadian family physician Médecin de famille canadien 07/2001; 47:1208-15. · 1.41 Impact Factor