Medical ethics and law for doctors of tomorrow: the 1998 Consensus Statement updated

  title={Medical ethics and law for doctors of tomorrow: the 1998 Consensus Statement updated},
  author={Gordon M. Stirrat and Carolyn Johnston and Raanan Gillon and Kenneth M. Boyd},
  journal={Journal of Medical Ethics},
  pages={55 - 60}
Knowledge of the ethical and legal basis of medicine is as essential to clinical practice as an understanding of basic medical sciences. In the UK, the General Medical Council (GMC) requires that medical graduates behave according to ethical and legal principles and must know about and comply with the GMC’s ethical guidance and standards. We suggest that these standards can only be achieved when the teaching and learning of medical ethics, law and professionalism are fundamental to, and… 
Teaching and learning medical ethics and law in UK medical schools
The first model curriculum for medical ethics and law within medical education in the UK, published in 1998, has recently been reviewed and updated and emphasizes that teaching and learning of medical Ethics and law should be attuned to the students' needs appropriate both to their particular stage of training and to relevant specialty-specific ethical issues.
Prepared for practice? Law teaching and assessment in UK medical schools
How medical schools are responding to the preparation of medical students for practice in the future is identified and whether there are optimum ways of ensuring that legal knowledge, and skills in its use, form part of the development of professionalism among doctors in training is explored.
The Virtue of Medical Ethics Education
Good ethics teaching must deal with everyday ethics and all the factors that affect decision-making in reality, and must find a role for a virtue-based ethics theory and the space for moral learning.
Law as Clinical Evidence: A New ConstitutiveModel of Medical Education and Decision-Making
The development of applied ethics and applied medical law is explained and selected results that reflect this applied model from an empirical project examining doctors’ decisions on withdrawing/withholding treatment from patients who lack decision-making capacity are reported.
Making sense of ethics and law in the medical curriculum
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.
Ethics and values in clinical practice: whom do they help?
  • S. Gabel
  • Medicine, Political Science
    Mayo Clinic proceedings
  • 2011
This commentary reviews research suggesting that physicians and other health care professionals have an increased rate of burnout when they perceive that their ethical standards or values are not shared by the health care organizations with which they are affiliated.
Similar but not the same: the teaching of veterinary and medical ethics
  • C. Gray
  • Medicine
    Veterinary Record
  • 2014
There has been increasing interest in veterinary professionalism and the ethics associated with it in recent years, which has created a closer relationship between veterinary ethics and medical ethics, and perhaps given it a higher profile as a distinct subject.
Teaching Medical Law in Medical Education
This article considers the problems faced and recommendation as to future directions to be taken with respect to teaching medical law and ethics, and concludes with a suggested course outline for the teaching of medical Law and ethics.
Medical Ethics as an Aspect of Medical Education: A UK Perspective
The link between medical ethics and medical education is most clear in the advent of the London Medical Group, the export of this model to other medical schools in Great Britain and its role in the creation of the Institution of Medical Ethics (IME).
Ethics teaching on ‘Beginning of Life’ issues in UK medical schools
An evaluation of the current teaching and assessment of these important issues in UK medical schools, complemented by a specific analysis of students’ reaction to the teaching they received at the University of Edinburgh as part of their Obstetrics and Gynaecology rotation are presented.


The hidden curriculum, ethics teaching, and the structure of medical education
  • F. Hafferty, R. Franks
  • Education
    Academic medicine : journal of the Association of American Medical Colleges
  • 1994
The authors challenge a prevailing belief within the culture of medicine that while it may be possible to teach information about ethics, course material or even an entire curriculum can in no way decisively influence a student's personality or ensure ethical conduct.
Conference on Learning, Teaching and Assessing Medical Ethics
  • Medicine
  • 2009
While medical ethics had come a long way since the 1980s, it could now do better: the key was investment in people, and for science and the arts and humanities to work together.
Teaching and assessing medical ethics: where are we now?
The findings show that, although ethics now has an accepted place in the curriculum, more can be done to ensure that the recommended content is taught and assessed optimally.
Medical ethics today : the BMA's handbook of ethics and law
The third edition of Bridging the gap between theory and practice: the BMA s approach to medical ethics examines the doctor-patient relationship and the public health dimensions of medical practice.
Understanding, Being, and Doing: Medical Ethics in Medical Education
Over the past 15 years, medical schools have paid some attention to the importance of developing students' communication skills as part of their medical education, but the nature and content of these fields remains confused and vague.
Medical ethics manual.
  • R. Atun
  • Political Science, Medicine
  • 2006
The authors argue that a clear understanding of the context, and in particular the value system within a given country, is critical for understanding and shaping the goals and objectives of health reforms.
UK consensus statement on the content of communication curricula in undergraduate medical education
This paper recommends the key content for an undergraduate communication curriculum designed by UK educationalists with UK schools in mind and equally applicable to communication curricula throughout the world.
Patient safety should be included from the start of medical education, according to the World Health Organization (WHO), which wants patient safety to be included in medical education.
Good medical practice
In geriatric and general medicine rectal examination is important other than for detecting rectal tumours or assessing the prostate, as has been emphasised in this paper.
Nominal group technique
Nominal Group Technique is a structured method of group decision‐making which allows a rich generation of original ideas, balanced participation of all members of the group, and a rank‐ordered set of decisions based on a mathematical voting method.