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

Format Publication ID Version Published
Presentation, Reference, Case 1690 1 June 5, 2009
Keele University, UK, and Yale University, USA (Dept. of General Internal Medicine)

Description

The authors are developing 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 NHS (immediately post graduation). 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 paper 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.

Citation

Worthington R, Obhrai M. Learning and Teaching Medical Ethics and Law: A New Model Developed for Doctors in Training. MedEdPORTAL; 2009. Available from: www.mededportal.org/publication/1690

Educational Objectives

  1. To 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. To facilitate shared understanding and learning with doctors/dentists in training regarding key aspects of professionalism.
  3. To recognize the value of reflective practice and ownership of educational programs for addressing ethical dilemmas within the context of continuing professional development.
  4. To foster open dialogue about values that underpin clinical practice and 'ownership' of the learning and teaching experience.
  5. To encourage personal reflection on core values which may impact the ability to practice medicine/dentistry.
  6. To help doctors and dentists in training recognize and deal with conflicts of interest and challenges to their sense of professionalism.

Keywords

  • Jurisprudence (MeSH), Medical Law, Student Ownership, Personal Reflection

Discipline

  • Dental
    • Advanced Dental Education
    • Graduate Medical Education
    • Professionalism

Competencies Addressed

  • Medical
    • Professionalism

Academic Focus

  • Clinical Sciences
    • Clinical Skills/Doctoring

Professional Interest

  • Medical Ethics
  • Professionalism

Intended Audience

  • Professional School
    • Dental Student
    • Medical Student
  • Professional School Post-Graduate Training
    • Fellow
    • Resident

Instructional Methods

  • Lecture

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