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Published on: January 15, 2017
Role-playing for teaching ethics in emergency medicine
1Department of Surgery, Stanford University School of Medicine, CA.
The American Journal of Emergency Medicine
|July 1, 1991
Summary
This study presents a 20-30 hour role-playing course to help medical students and house officers navigate complex ethical dilemmas in emergency medicine. The curriculum covers critical topics like consent, treatment, and confidentiality.
Area of Science:
- Medical Ethics
- Emergency Medicine Education
Background:
- Ethical issues in medicine are increasingly complex.
- Emergency medicine presents unique ethical challenges for practitioners.
Purpose of the Study:
- To describe a novel teaching method for identifying and analyzing ethical issues in emergency medicine.
- To equip clinical medical students and house officers with skills to address ethical dilemmas.
Main Methods:
- A role-playing course structured around various simulated emergency medicine scenarios.
- The course spans 20 to 30 hours of intensive training.
- Topics include informed consent, treatment decisions, patient confidentiality, and medical education within the emergency department.
Main Results:
- The course provides a practical framework for ethical decision-making in emergency settings.
- Participants engage in active learning through realistic scenario simulations.
- The curriculum addresses a broad spectrum of ethical considerations relevant to emergency medicine.
Conclusions:
- This educational approach enhances the ability of future emergency physicians to manage complex ethical situations.
- The role-playing methodology offers an effective strategy for ethics training in medical education.
- Improved ethical competency in emergency medicine can lead to better patient care and professional conduct.
Keywords:
Bioethics and Professional Ethics
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