Ethik in der medizinischen Aus- und Weiterbildung

Abstract

Ethics education is a topic of growing importance in the medical curriculum. Medical ethics can be defined as the skilled professional discourse on moral issues in patient care, medical research and the health-care system. Ethical competence comprises conscientiousness and the ability to give reasons for intuitive moral convictions. In the curriculum, course content and didactic approaches should be aimed at all levels (cognitive, affective, practical), as discussed in this paper. Case based seminars are the gold standard of ethics education. The teacher's responsibility is rooted in their character as role models during case discussions. Ethics education should continue throughout the curriculum. In Germany the compulsory subject "history, theory, ethics of medicine" is predominant in the curriculum, but courses vary greatly between different universities. Further research is needed in the fields of adequate assessment formats and evaluation of final outcomes of ethics education. Interprofessional ethics education (undergraduate and postgraduate) is a major challenge for the future, especially since services for clinical ethics consultation and moral case deliberation are becoming more established in German hospitals.

Medical ethics: knowledge, attitude and practice among doctors in three teaching hospitals in Sri Lanka

“…Over 70% of the participants had graduated five or more years before this study was conducted. Their perceptions may be different from that of newly graduated doctors who may have benefited from the global movement to include more teaching on medical ethics in the medical curriculum in the recent past [19]. The results of this study can be used as a baseline to assess whether subsequent changes in undergraduate and postgraduate curricula have made a difference.…”

Clinical ethics consultation in Europe: a comparative and ethical review of the role of patients

“…Morality lies in the process of the ethics consult and training programmes should acknowledge this. 28 Ethics consultation should not perform abstract moral judgement as an end in itself, but act as a support for context-sensitive, patient-oriented decisions.…”

“…It should rather be seen as a process of counselling and deliberation, in which the contingent moral positions, attitudes and convictions of all stakeholders play a part - not merely abstract principles or moral rules. Morality lies in the process of the ethics consult and training programmes should acknowledge this 28 . Ethics consultation should not perform abstract moral judgement as an end in itself, but act as a support for context-sensitive, patient-oriented decisions.…”

Ethik-Fortbildungen als Element der Klinischen Ethikarbeit: Ein Überblick über Formate und weitere strukturierende Elemente

“…B. zunehmend die Notwendigkeit erkannt, dass die jeweiligen Curricula ethische Themen mehr in den Blick nehmen müssen: 1989 wurde durch eine Arbeitsgruppe der Akademie für Ethik in der Medizin "Empfehlungen für die Weiterentwicklung des Unterrichtsangebotes zu Fragen der Ethik in der Medizin" entwickelt (Akademie für Ethik in der Medizin 1989), Konzepte für die Integration in die Pflegeausbildung folgten (Rabe 2006;Lehmeyer und Riedel 2019). Inzwischen liegen umfangreiche Vorschläge für Formate, Lern-und Kompetenzziele und Unterrichtsinhalte sowohl im Medizinstudium (Biller-Andorno et al 2003;Neitzke 2008;Kühlmeyer et al 2022;Kuhn et al 2022) als auch in der Pflegeausbildung/dem Pflegestudium (Riedel et al 2017(Riedel et al , 2022Riedel und Giese 2019;Monteverde 2022) vor. Zudem wurde im Verlauf mehr und mehr die Relevanz von Interprofessionalität bzw.…”