Learning and Teaching Medical Ethics and Law: A New Model Developed for Doctors in Training

Publication ID Published Volume
1690 June 5, 2009 5

Abstract

This module contains a model for best practice in learning and teaching medical ethics and law as it relates to a two-year foundation program for teaching doctors in the British National Health Service (immediately postgraduation). The University Hospital of North Staffordshire (UHNS) in the West Midlands has 55-60 foundation level doctors in each year. A pilot program was run in 2007 that set out to deliver selected personal and professional development objectives for second-year doctors at UHNS. Feedback received was generally positive, and it was more positive when the program was repeated with minor modifications in 2008.

The aim of this module is to share experiences with other interested educators who may be developing similar teaching programs. A key feature of the UHNS program is student ownership, and it uses practice-based examples drawn from doctors' own experiences. These are then written up using a template, supported by a well-researched method of case analysis. The materials covered in this model are a practical way of addressing a critical part of doctor/dentist education. This module had good student evaluation, and particular note was made of the joint approach in which the medical ethics specialist and experienced clinician work together. Students draw on their own experience and bring real-life problems to the classroom in a non-threatening environment.

Citation

Worthington R, Obhrai M. Learning and teaching medical ethics and law: a new model developed for doctors in training. MedEdPORTAL Publications. 2009;5:1690. http://doi.org/10.15766/mep_2374-8265.1690

Educational Objectives

By the end of this module, the learner will be able to:

  1. Discuss models of curriculum delivery for doctors and dentists in training (medical ethics and law), and to share educational experience promoting best practice in learning and teaching (graduate medical and dental education).
  2. Facilitate shared understanding and learning with doctors- and dentists-in-training regarding key aspects of professionalism.
  3. Recognize the value of reflective practice and ownership of educational programs for addressing ethical dilemmas within the context of continuing professional development.
  4. Foster open dialogue about values that underpin clinical practice and ownership of the learning and teaching experience.
  5. Encourage personal reflection on core values which may impact the ability to practice medicine or dentistry.
  6. Help doctors and dentists in training recognize and deal with conflicts of interest and challenges to their sense of professionalism.

Keywords

  • Jurisprudence, Medical Law, Student Ownership, Personal Reflection

Prior Scholarly Dissemination

The case analysis method, developed by RW, was presented at the Department of Health, London (2003) and at the UK Forum for Healthcare Law and Ethics (2004). The background to its development is written up in a book chapter [Critical decision-making: Moving from theory to practice, in Ethics and Palliative Care, Webb P (ed.) Radcliffe Publishing 2005], and the method itself is included in a guidance book on palliative care for primary care physicians [Out-of-Hours Toolkit for GPs; Macmillan Cancer Support 2008]. The template was developed by RW in 2006 for use in seminars run by the General Medical Council (UK).

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ISSN 2374-8265