Teaching medical ethics to medical students.

  title={Teaching medical ethics to medical students.},
  author={Erich H. Loewy},
  journal={Journal of medical education},
  volume={61 8},
  • E. Loewy
  • Published 1 August 1986
  • Medicine, Education
  • Journal of medical education
The formal teaching of medical ethics is a recent addition to the curricula of U.S. medical schools. In this paper, the author examines the evolution and goals of teaching medical ethics, the nature of medical ethics, and integrating such teaching into the curriculum. The author concludes that teachers of medical ethics must impart knowledge that can be applied to the problems medical students face. Because moral considerations are as much a part of medical decisions as technical considerations… 

Practical problems in the teaching of ethics to medical students.

The teachers require a broad background in philosophy, clinical medicine and teaching skills, and the learning of the teachers may be as important as that of the students.

Teaching professional ethics to undergraduate medical students.

Two such teaching- learning activities and their preferred assessment strategies most suited for the purpose mentioned herein are described.

Teaching medical ethics: A review of the literature from North American medical schools with emphasis on education

  • D. Musick
  • Education, Medicine
    Medicine, health care, and philosophy
  • 1999
A literature review focused on medical ethics education among North American medical schools reveals that instruction in ethics is considered to be vitally important for medical students, and “deliberative curriculum inquiry” by means of a targeted Delphi technique may be a useful methodology.

Review of ethics curricula in undergraduate medical education

The background to its inclusion in undergraduate curriculum and the consensus that has arisen on the design of ethics curricula are examined, using Harden’s curriculum and S.I.C.E.S models as templates.

Survey of medical ethics in US medical schools: a descriptive study

  • L. Silverberg
  • Medicine
    The Journal of the American Osteopathic Association
  • 2000
It is hoped that the details of this investigative process will give educators and researchers insight into the current state of medical school ethics curriculum and increase awareness of the need to address the problems.

Medical Ethics Education: Where Are We? Where Should We Be Going? A Review

Deep shortcomings exist in the literature on medical ethics education and the field would benefit from further theoretical work aimed at better delineating the core content, core processes, and core skills relevant to the ethical practice of medicine.

Case-Based Teaching of Ethics Ethical Challenges Raised by Undergraduate Medical Students during a Bioethics Course (What Students Bring to the Classroom?)

Students were able to recognize, analyze, and criticize unethical and unprofessional behaviors of their own clinical teachers, and utilize the ethical principles they learned during the course and apply these principles.

Education, Practice and Bioethics: Growing Barriers to Ethical Practice

  • E. Loewy
  • Medicine
    Health Care Analysis
  • 2004
It is suggested that integrating the teaching of Bioethics throughout the curriculum after presenting some of the basic theory and methodology is the most effective way of teaching this vital subject.

Preparing Future Physicians in Medical Ethics: A Tension-Centered Study of Institutional and Situational Dualities

A tension-centered model from organizational studies was drawn on to analyze transcripts of interviews with 20 behavioral science course directors at 11 medical schools to find participants describing ethics as situational dilemmas requiring resolution and as the equipping of students with the resources of ethics skills and, to a lesser extent, ethical character.

Difference in knowledge and attitude of students towards medical ethics in preclinical and clinical phases of medical course in Gandaki Medical College, Pokhara

Students after medical ethics theory class had a better understanding of medical ethics compared to students who did not and active teaching methods like group discussions, role play and pedagogy can be incorporated to have a more effective impact on the students.



Moral reasoning as a criterion for admission to medical school *

No difference was found between the DIT scores of the accepted and the rejected applicants of the school in which the admission criteria are the traditional scholastic ones, and a great difference was shown in the school which admits students for their personal characteristics as assessed by interviews.

Basic curricular goals in medical ethics.