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首页> 外文期刊>AJOB Primary Research >Do Medical Students Recall and Use the Language of Ethics They are Taught Preclinically Once They are in the Clinical Training Environment? An Empirical Study in Ethics Education
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Do Medical Students Recall and Use the Language of Ethics They are Taught Preclinically Once They are in the Clinical Training Environment? An Empirical Study in Ethics Education

机译：医学生一旦进入临床培训环境，是否会回想起并使用临床前讲授的道德语言？道德教育的实证研究

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摘要

Background: Ethics education is an established part of the medical school curriculum and typically involves preclinical instruction that includes formal ethical terminology. However, it is not clear whether the language of ethics taught in preclinical settings is applied by students during the clinical years of training. Methods: We used a survey and a content analysis of written reflections to determine whether third-year (clinical) medical students were able to recall and apply ethical principles and other sources of ethical value they were taught as second-year (preclinical) students. Results: The majority of clinical students were able to recall the four ethical principles, appreciated the relevance of preclinical ethics education, and had positive self-assessments of their clinical-ethical reasoning abilities. However, they were less able to recall other (nonprinciple) sources of ethical value and infrequently used ethical terms spontaneously in written reflections about ethically or professionally challenging issues. Conclusions: Ethics educators should consider the extent to which preclinical ethics education depends on a formal language of ethics and should develop ways to reinforce that language meaningfully through experience-based learning opportunities during the clinical years of training, with special emphasis on the way clear ethical reasoning and communication demonstrate respect for other persons.
机译：背景：道德教育是医学院课程的既定部分，通常涉及临床前指导，其中包括正式的道德术语。但是，尚不清楚在临床培训期间学生是否使用临床前环境中教授的道德语言。方法：我们使用了调查和书面思考的内容分析，以确定三年级（临床）医学生是否能够回忆和应用伦理学原理以及他们作为二年级（临床前）学历的其他伦理价值来源。结果：大多数临床学生能够记住这四个伦理原则，赞赏临床前伦理教育的相关性，并对他们的临床伦理推理能力具有积极的自我评估。但是，他们不太可能回想起其他（非原理性）道德价值来源，并且很少自发地使用道德术语来撰写有关道德或专业挑战性问题的书面反思。结论：伦理教育者应考虑临床前伦理教育在多大程度上取决于正式的伦理语言，并应开发方法，通过在临床培训期间的基于经验的学习机会来有意义地强化该语言，特别强调明确伦理的方法推理和交流表现出对他人的尊重。

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