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Using faculty consensus to develop and implement a medical ethics course.

K L Ales1, M E Charlson, P Williams-Russo

  • 1Department of Medicine, Cornell University Medical College, New York, NY.

Academic Medicine : Journal of the Association of American Medical Colleges
|June 1, 1992
PubMed
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A new medical ethics course for second-year students successfully integrated faculty consensus in its design. Student evaluations confirmed satisfaction and achievement of course goals, highlighting the importance of faculty involvement.

Area of Science:

  • Medical Education
  • Bioethics
  • Curriculum Development

Background:

  • Medical ethics education is crucial for developing critical thinking in future physicians.
  • Cornell University Medical College implemented a new course for second-year medical students prior to clinical clerkships.

Purpose of the Study:

  • To describe the development and implementation of a novel medical ethics course.
  • To assess student satisfaction and course goal achievement.
  • To evaluate the impact of faculty consensus in curriculum planning.

Main Methods:

  • A faculty consensus planning model was used to determine course goals, structure, and content.
  • The course was delivered to second-year medical students over two academic years (1988-1990).
  • Student evaluations were collected and analyzed, with a 94% response rate.
Keywords:
Bioethics and Professional EthicsCornell University Medical College

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Main Results:

  • Faculty planning sessions were perceived as intellectually stimulating and beneficial for teaching.
  • The majority of students (94% response rate) reported satisfaction with the course content and structure.
  • Students believed the course successfully achieved its objectives in addressing ethical issues.

Conclusions:

  • Faculty participation in the planning process was essential for the course's success.
  • The faculty consensus model proved effective in developing a relevant and engaging medical ethics curriculum.
  • The course design successfully prepared students to critically analyze ethical dilemmas in medical practice.