培养具有文化能力的医生:在医学实习期间,同理心,包容性,道德困境培训和道德反思
Amalia Landa-Galindez1, Melissa L Armas2, Gloria Coronel-Couto1
1Department of Translational Medicine, Herbert Wertheim College of Medicine, Florida International University, Miami, FL, USA.
Medical teacher
|July 16, 2024
概括
医学学生在他们的内科医生实习期间经常遇到道德困境和道德困境. 一个新的反思性的伦理作业和汇报会议帮助学生应对这些挑战,并提高了他们的伦理能力.
科学领域:
- 医学教育 医学教育
- 医学中的伦理学
- 医疗保健 专业主义 医疗保健 专业主义
背景情况:
- 临床培训给医学学生带来了重大的伦理挑战.
- 评估伦理能力和道德困境对于培养全面的医生至关重要.
- 现有的课程可能不足以为学生准备在实践中遇到的道德困境.
研究的目的:
- 开发一个工具来评估在内部医学职员期间的伦理能力和道德困扰.
- 实施课程变化,使学生有能力管理道德困境.
- 为道德反思和专业发展提供结构化的方法.
主要方法:
- 引入一个结构化的伦理任务,重点是对压力场景的反映.
- 采用了四层分级的评分表和个人叙事反.
- 纳入小组汇报会议,以加强反思思和规划.
- 分析了对伦理问题和道德困境存在的非身份化任务.
主要成果:
- 357名学生参加了反思伦理活动.
- 常见的伦理问题包括共享医疗决策 (40%),患者福利 (20%) 和社会/组织困境.
- 关键管理主题涉及患者的愿望/法律义务,专业行为和有限的资源.
- 在87%的学生作业中发现了道德困境.
结论:
- 反思伦理活动有效地突出了学生面临的伦理困境和道德困境.
- 实施的课程为讨论复杂的医疗保健伦理提供了一个安全和有价值的论坛.
- 这种方法支持学生的福祉,并促进更顺的过渡到居住培训.
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