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Phronesis in clinical ethics

G McGee1

  • 1Center for Bioethics, University of Pennsylvania Philadelphia 19104, USA.

Theoretical Medicine
|December 1, 1996
PubMed
Summary
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Learning clinical ethics requires more than traditional teaching methods. A long-term mentorship approach, rooted in Aristotelian philosophy, is proposed for effective moral development in medical and ethics students.

Area of Science:

  • Medical Education
  • Bioethics
  • Philosophy of Medicine

Background:

  • Extensive literature exists on clinical ethics content.
  • However, the pedagogy of how clinical ethics is acquired remains underexplored.
  • Current ethics education models may rely on outdated theories of moral learning.

Purpose of the Study:

  • To address the gap in understanding how clinical ethics is learned.
  • To critique existing approaches to ethics pedagogy.
  • To propose and defend an alternative model for clinical ethics education.

Main Methods:

  • Literature review of clinical ethics and ethics pedagogy.
  • Philosophical analysis drawing on Aristotelian concepts, specifically phronesis (practical wisdom).
Keywords:
Analytical ApproachBioethics and Professional Ethics

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  • Conceptual articulation of a mentorship-based educational framework.

    • Main Results:

    • Traditional ethics pedagogy may be insufficient for developing practical moral reasoning.
    • Aristotle's concept of phronesis offers a valuable framework for understanding moral expertise.
    • A long-term mentorship model in clinical settings is essential for cultivating phronesis.

    Conclusions:

    • Clinical ethics learning is best fostered through sustained mentorship rather than didactic methods alone.
    • The development of practical wisdom (phronesis) is central to effective clinical ethics.
    • This mentorship approach should be integrated into the training of medical and clinical ethics students.