一次奥斯威辛的学习之旅的影响:基于地点的学习,用于生物伦理教育和专业身份形成
Maxwell Li1, Ramona Stamatin1, Hedy S Wald2
1Oakland University William Beaumont School of Medicine, Rochester, MI, USA.
概括
关于大屠杀的医学教育增强了生物伦理学的理解. 经验式学习,包括参观历史遗址,培养医学学生的道德勇气和专业认同.
科学领域:
- 医学伦理 医学伦理
- 生物伦理教育教育 生物伦理教育
- 关于大屠杀的研究,大屠杀研究.
背景情况:
- 在医学课程中对大屠杀医学的需求日益增加.
- 专注于大屠杀期间的医生同谋和道德勇气.
- 需要解决历史医学伦理和当代相关性.
研究的目的:
- 描述大屠杀和医学教育计划的结果.
- 评估体验式学习对医学学生生物伦理学理解和专业认同的影响.
- 探索医生同谋,道德勇气和抵抗的主题.
主要方法:
- 对深入采访和反思性写作的定性分析.
- 经验式学习计划包括一个学习之旅到波兰 (克拉科夫,奥斯维辛,奥斯维辛-比尔肯纳乌).
- 纳入幸存者的证词,讲座和现场参观.
主要成果:
- 增强对生物伦理与大屠杀关系的理解.
- 承认道德勇气和社会意识的重要性.
- 对历史上的非人化,医疗力量及其现代相似之处的更深入的认识.
- 基于场所的体验式学习对专业身份形成的影响.
结论:
- 经验式学习和批判性反思显著影响生物伦理学和人文主义教育.
- 基于地点的教学方法扩大了医学学生的专业身份形成.
- 关于大屠杀的医学教育对于培养有道德意识的医疗保健专业人员至关重要.
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