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首页> 外文期刊>BMC Medical Education >Using a virtue ethics lens to develop a socially accountable community placement programme for medical students
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Using a virtue ethics lens to develop a socially accountable community placement programme for medical students

机译：运用道德伦理视角为医学生制定对社会负责的社区安置计划

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Community-based education (CBE) involves educating the head (cognitive), heart (affective), and the hand (practical) by utilizing tools that enable us to broaden and interrogate our value systems. This article reports on the use of virtue ethics (VE) theory for understanding the principles that create, maintain and sustain a socially accountable community placement programme for undergraduate medical students. Our research questions driving this secondary analysis were; what are the goods which are internal to the successful practice of CBE in medicine, and what are the virtues that are likely to promote and sustain them? We conducted a secondary theoretically informed thematic analysis of the primary data based on MacIntyre’s virtue ethics theory as the conceptual framework. Virtue ethics is an ethical approach that emphasizes the role of character and virtue in shaping moral behavior; when individuals engage in practices (such as CBE), goods internal to those practices (such as a collaborative attitude) strengthen the practices themselves, but also augment those individuals’ virtues, and that of their community (such as empathy). We identified several goods that are internal to the practice of CBE and accompanying virtues as important for the development, implementation and sustainability of a socially accountable community placement programme. A service-oriented mind-set, a deep understanding of community needs, a transformed mind, and a collaborative approach emerged as goods internal to the practice of a socially accountable CBE. The virtues needed to sustain the identified internal goods included empathy and compassion, connectedness, accountability, engagement [sustained relationship], cooperation, perseverance, and willingness to be an agent of change. This study found that MacIntyre’s virtue ethics theory provided a useful theoretical lens for understanding the principles that create, maintain and sustain CBE practice.
机译：基于社区的教育（CBE）涉及通过利用使我们能够扩大和审讯我们的价值体系的工具来教育头部（认知），心脏（情感）和手（实践）。本文报告了使用美德伦理学（VE）理论来理解为本科生医学生创建，维持和维持对社会负责的社区安置计划的原则。我们推动该次要分析的研究问题是：成功实施CBE医学的内在因素是什么？有哪些美德可以促进和维持它们？我们以麦金太尔的美德伦理学理论为概念框架，对主要数据进行了理论上的辅助理论分析。美德伦理学是一种道德方法，强调品格和美德在塑造道德行为中的作用;当个人从事实践（例如CBE）时，那些实践内部的商品（例如合作态度）会增强自身的实践，但也会增强个人及其社区的美德（例如同理心）。我们确定了CBE实践中所固有的几种商品以及伴随的美德，这些商品对于社会责任社区安置计划的制定，实施和可持续发展至关重要。面向服务的心态，对社区需求的深刻理解，转变的心态和协作方法已成为实践对社会负责的CBE的内在物品。维持已确定的内部物品所需的美德包括同理心和同情心，联系性，责任心，敬业度（持续的关系），合作，毅力和愿意成为变革的推动者。这项研究发现，麦金太尔的美德伦理学理论为理解创建，维护和维持CBE实践的原理提供了有用的理论视角。

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