本体学模两可的解剖学:在尸体解剖中探索道德上的痛苦
Erik Larsen1, Christopher Mooney2, Natercia Rodrigues2
1Department of Health Humanities and Bioethics, University of Rochester Medical Center School of Medicine and Dentistry, 601 Elmwood Ave, Box 676, Room G-8011, Rochester, NY, 14642, USA. Erik_Larsen@URMC.Rochester.edu.
Advances in health sciences education : theory and practice
|April 30, 2025
概括
医学学生 医学学生
科学领域:
- 医学教育 医学教育
- 人文科学 人文科学
- 哲学 哲学 是一个哲学.
背景情况:
- 尸体解剖是解剖教育的核心组成部分.
- 一些医学学生在剖析过程中报告了痛苦,影响了他们的学习体验.
- 尸体的本体地位提出了一个复杂的伦理和哲学挑战.
研究的目的:
- 调查医学学生在尸体解剖过程中所经历的痛苦来源.
- 探索学生的痛苦,解剖和他们对尸体的假设之间的联系.
- 应用人文学的新理论框架来理解这些经验.
主要方法:
- 定性数据的反复诱导主题分析.
- 14个半结构化个人采访与医学学生.
- 从罗伯托·埃斯波西托 (Roberto Esposito) 关于人与事物的研究中改编了一个理论框架.
主要成果:
- 学生的痛苦与对尸体本体地位的困惑密切相关.
- 这些发现支持现有的关于尸体的痛苦和本体学模两可的文献.
- 这项研究为了解解剖学和患者护理中的道德痛苦提供了一个框架.
结论:
- 尸体的存在学模两可,有助于医学学生的道德困境.
- 基于人文学科的框架可以阐明学生的经历,并为应对策略提供信息.
- 剖析挑战道德规范,需要支持性的教育方法.
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