의료윤리교육의 효과 평가

김성수,박병규,장철훈,김해규,강신영,백승완 한국의학교육학회 2008 Korean journal of medical education Vol.20 No.1

Purpose: The purpose of this study is to evaluate the effectiveness of a medical ethics course taught in medical school by examining the students' abilities to identify medical ethics issues, the applicability of a medical ethics course, and self-efficacy. Methods: 366 subjects were recruited from three different groups (medical students, interns, and residents) who had completed a medical ethics course. Data were collected using a 20-item questionnaire. Analysis was done with a SPSS statistics program. Results: Of the three groups, the students scored the highest in identifying medical ethics issues. When asked how often they see medical ethics issues in real medical situations (students were asked how often they would expect to see these ethical issues in medical settings), the students responded with the highest number, followed by the interns. The residents responded with the lowest number. Regarding the applicability of the medical ethics course, while students believed the course was highly useful and applicable to real medical settings, interns and residents did not agree. The participants' self-efficacy and satisfaction were generally low. The majority of all three groups thought that medical ethics education should be more practical and that it should be taught during internship as well as during residency. Conclusion: Our findings suggest two important directions for medical ethics education. First, the current medical ethics curriculum should be offered during both internship and residency. Second, the content should focus more on actual clinical scenarios (‘clinical ethics’) than theoretical principles.

의과대학 인성교육 모델개발을 위한 예비연구

송창훈,임성철,박종,이승일,도남용,박상기,박상화 조선의대 1998 The Medical Journal of Chosun University Vol.23 No.1

한의대 교과목으로서 의료윤리에 관한 고찰

이정원,이해웅,Lee, Jeong-Won,Lee, Hai-Woong 대한예방한의학회 2018 대한예방한의학회지 Vol.22 No.2

Objectives : According to the data from the 2016 Yearbook of Traditional Korean Medicine, 10 out of 12 medical schools of Korean medicine are offering medical ethics. Medical ethics has become essential in Korean medicine education, but there has been no agreement on the content of education yet, so initial discussions are necessary with respect to the content and methods of education. Methods : In this study, basic data were collected by searching papers, reports, books, and media articles on medical ethics related to Korean medicine education, and by studying the website of medical schools of Korean medicine nationwide. Based on the collected data, the status of medical ethics lectures were determined and compared with the current state of medical ethics lectures by western medical schools. The contents suitable for medical ethics education at medical schools of Korean medicine were discussed. Results : The topics of the medical ethics include: the basic concepts of medical ethics, the ethics of birth, the ethics associated with genetics, the ethics associated with death, and the ethics regarding doctor-patient interaction, the ethics of medical research, medical rationing ethics, ethics between medical staffs, medical law and ethics, philosophical base of medical ethics, ethics of doctor as professional, and moral personality formation of doctor. The contents of medical ethics in traditional Korean medicine reflected views on the human body and life based on "Huangdi's Internal Classic"and medical ethics from the viewpoints of Buddhism and Confucianism. Conclusions : Medical schools of Korean medicine are medical training institutions, and medical ethics education is essential to become a Korean medicine doctor as professional worker, medical practitioner, and biomedical researcher. There is no fundamental difference in the basic principles of medical ethics in both western and Korean medicine, and there are differences in contents depending on the clinical practice. The contents of medical ethics on clinical practice should be modified for Korean medicine doctors, and traditional Korean medicine ethics would be set up upon that. In the national licensing examination, medical ethics needs to be added as one part so that all the ethical problems related to the clinical situation can be solved.

우리나라 의료윤리교육의 현황과 발전방향: 누가 무엇을 어떻게 가르치고 평가할 것인가?

최은경 ( Eun Kyung Choi ),장기현 ( Kee Hyun Chang ),김수연 ( Soo Youn Kim ),권복규 ( Ivo Kwon ),김옥주 ( Ock Joo Kim ) 한국의료윤리학회 2006 한국의료윤리학회지 Vol.9 No.1

This study examines the current status of ethics education in medical schools in Korea and addresses the following questions: "Who teaches medical ethics?" "What is taught?" and "How is it taught?" The study also surveys opinions on the questions of "Who should teach medical ethics?" "What should be taught?" and "How should it be taught?" From March to May 2006, a questionnaire was developed and sent to educators of medical ethics in Korea. Out of the 41 medical schools that received the questionnaire, 37 (90.2%) replied. Thirty six medical schools provide ethics education as part of their regular curricula; 28 schools (75.7%) offer independent courses in medical ethics, while 6 schools provide integrated/special lectures in medical schools. Thirty three medical schools (80.5%) reported teaching ethics in only one year of their curriculum, while the remaining 8 medical schools reported teaching ethics in 2 or more years. Two medical schools provided ethics courses in 5 years. Most schools offer ethics courses in the second or third year of medical schools, and 8 schools (21.6%) provide instruction in ethics in two or more medical courses. With respect to the question of who teaches, in 25 schools (67.6%) only one professor teaches medical ethics, while in the remaining 12 schools there are two or more instructors. Thirty schools do not have a full-time faculty member for medical ethics education. With respect to the question of what is taught, the most common content areas are ``ethical concepts,`` ``the ethics of death and dying,`` ``reproductive ethics,`` and ``doctor-patient relationships.`` As for the question of how it is taught, the most common methods are lectures (34 schools, 91.9%), group discussions (24 schools, 64.9%), and case studies. The majority of respondents indicated that current medical ethics education in Korea fails to meet the goals and standards of ethics education. The principal causes of this, according to respondents, are as follows: 1) an insufficient allocation of time for ethics education; 2) the lack of qualified instructors; and 3) the lack of recognition and support for the importance of ethics education in medical schools. As for the question of who should teach medical ethics, most of the educators believe that a team consisting of ethicists, clinicians, medical humanists, lawyers, and specialists is most suitable. Respondents ranked the following as the most important content areas: 1) ``ethical concepts``; 2) ``doctor-patient relationships``; 3) ``human rights and doctors.`` The ranking reveals a continuing stress on the conceptual and theoretical bases for medical ethics. Concerning teaching methods, most respondents replied that the best method is small group discussion, although it is impractical due to the lack of teaching faculty. At a workshop where these results were discussed, educators of medical ethics expressed a need, given the lack of resources and professional personnel in Korea, to build a network to share resources and information for the betterment of ethics education in Korea.

북미 의료윤리교육의 현황 및 반성

정유석 ( Yoo Seock Cheong ) 한국의료윤리학회 2007 한국의료윤리학회지 Vol.10 No.1

Medical schools in the United States and Canada now include medical ethics education as an essential part of their curricula. Despite this, recent studies point to deep shortcomings in the literature on medical ethics education. Deficits exist in all areas of the literature: in the theoretical work done on the overall goals of medical ethics education, in the empirical studies that attempt to examine outcomes for students, and in the studies evaluating the effectiveness of various teaching methods. This article summarizes the main findings of three important articles concerning medical ethics education that were originally published in the journal Academic Medicine. This article also discusses the implications of these findings for medical ethics education in Korea. It is argued that further progress in medical ethics education may depend on the willingness of medical schools to devote more curricular time and funding to medical ethics.

미국 의과대학의 의료윤리교육 현황

김옥주(Ock-Joo Kim) 한국의학교육학회 2002 Korean journal of medical education Vol.14 No.2

Purpose: This paper examines current situation of medical ethics education in the United States of America to have an overview on contents, learning methods and educational strategies for medical ethics education. Methods: The author analyzes medical ethics courses, related integrated courses and their teaching methods published in Curriculum Directory Association of American Medical Colleges (2000) and reviewed literature relevant to the subject. Results: The statistical data show that 125 medical schools in America provided 679 medical ethics classes, which were 5.4 classes per school. More than 90% of formal classes were conducted in preclinical years: 67.3% of all ethics-related classes were opened in the first academic year; 24.8 % in the second academic year. Lectures were most prevalent teaching methods, following small group discussion, case-based study, tutorial, and so on. Medical educators have hardly reached consensus over details of medical ethics, although they agree on the necessity of medical ethics education. In spite of incomplete information, this study shows a general tendency of medical ethics education in U.S.A.

의과대학 학생들의 연구윤리에 대한 인식과 학습목표 달성도분석

채수진,임기영 한국의학교육학회 2015 Korean journal of medical education Vol.27 No.2

Purpose: This study aimed to examine the necessity for research ethics and learning objectives in ethics education at the undergraduate level. Methods: A total of 393 fourth-year students, selected from nine medical schools, participated in a survey about learning achievement and the necessity for it. Results: It was found that the students had very few chances to receive systematic education in research ethics and that they assumed that research ethics education was provided during graduate school or residency programs. Moreover, the students showed a relatively high learning performance in life ethics, while learning achievement was low in research ethics. Conclusion: Medical school students revealed low interest in and expectations of research ethics in general; therefore, it is necessary to develop guidelines for research ethics in the present situation, in which medical education mainly focuses on life ethics. Purpose: This study aimed to examine the necessity for research ethics and learning objectives in ethics education at the undergraduate level. Methods: A total of 393 fourth-year students, selected from nine medical schools, participated in a survey about learning achievement and the necessity for it. Results: It was found that the students had very few chances to receive systematic education in research ethics and that they assumed that research ethics education was provided during graduate school or residency programs. Moreover, the students showed a relatively high learning performance in life ethics, while learning achievement was low in research ethics. Conclusion: Medical school students revealed low interest in and expectations of research ethics in general; therefore, it is necessary to develop guidelines for research ethics in the present situation, in which medical education mainly focuses on life ethics.Purpose: This study aimed to examine the necessity for research ethics and learning objectives in ethics education at the undergraduate level. Methods: A total of 393 fourth-year students, selected from nine medical schools, participated in a survey about learning achievement and the necessity for it. Results: It was found that the students had very few chances to receive systematic education in research ethics and that they assumed that research ethics education was provided during graduate school or residency programs. Moreover, the students showed a relatively high learning performance in life ethics, while learning achievement was low in research ethics. Conclusion: Medical school students revealed low interest in and expectations of research ethics in general; therefore, it is necessary to develop guidelines for research ethics in the present situation, in which medical education mainly focuses on life ethics.

"철학적인"의료윤리학 논문에 대한 통계적 분석 -학회지 논문 102편을 중심으로-

김상득 ( Sang Deuk Kim ) 한국의료윤리학회 2009 한국의료윤리학회지 Vol.12 No.3

This article attempts to evaluate Korean research on medical ethics today and propose a reasonable direction for future research. The evaluation is based on an analysis of the 102 articles published in The Korean Journal of Medical Ethics from 2003 to 2009. First, I classify the articles into philosophy, pedagogy, law, sociology, and the politics of medical ethics. Second, I show how interdisciplinary research on medical ethics is carried out today. Third, I analyze the 22 articles that are classified as philosophical articles with regard to their subject matter and the author`s major field of study. Forth, I subdivide the 102 articles with regard to the method of research employed. Fifth, I classify the 212 members of The Korean Society for Medical Ethics into moral philosopher, medical scientist, legal scholar, educator, and nurse. In addition, I show how many articles they produce and how much they contribute to the development of medical ethics. Finally, this article provides a philosophical critique of the concept of "medical ethics." I argue that one should not confuse the ethical study of medical practice with the academic study of medical ethics; the first examines medical ethics philosophically; the other involves legal, political, and social studies.

우리나라 의료윤리교육에 대한 비판적 고찰

권복규 ( Ivo Kwon ) 한국의료윤리학회 2006 한국의료윤리학회지 Vol.9 No.1

There are numerous problems with the medical ethics education currently practiced in Korea. In the first place, there is a lack of consensus regarding the goals of medical ethics education. Some educators seek to promote morality or good character in medical students, while others focus on advanced bioethical issues such as euthanasia or organ transplantation. Secondly, there is confusion concerning teaching methods. Lectures, small group discussions, so called "dilemma discussions", PBL, TBL, and public service components are all used without any clear educational purpose and strategy. Thirdly, there are problems with evaluation; few know how to evaluate students` performance or measure the effects of medical ethics education. In this article, I argue that the promotion of medical ethics competence based on the medical professionalism should be recognized as the ultimate goal of basic medical ethics education. Medical ethics competence is composed of knowledge, problem solving skills, and professionalism, and it covers three different domains: medical ethics, bioethics, and professional ethics. Instructional tools and methods should be constructed and implemented to achieve this goal of medical ethics competence, which will in turn help to promote medical professionalism in Korea.

의료윤리학의 학문적 위상과 학제적 연구의 범위에 대한 일고

강명신 ( Myoung Sheen Kang ),손명세 ( Myoung Sei Sohn ) 한국의료윤리학회 2009 한국의료윤리학회지 Vol.12 No.3

Medical ethics, which is expanding in scope, now includes public health ethics, bioethics, and biomedical or health care ethics. Though it started as a form of professional ethics, medical ethics is one of the most important fields of practical ethics, a branch of philosophy. According to Rawls, much of moral theory is independent from the other parts of philosophy. That is, the study of moral concepts and their relation to our moral sensibility has its own distinctive problems and subject matter, requiring unique forms of study. But what is the relation between ethics and medical ethics? In this article we argue that moral theory and medical ethics are necessarily interconnected and that they support each other. Professional duties are influenced by health care systems and policies, and public health ethics is influenced by ethical and political theory. Therefore, we argue that problems in medical ethics should be addressed from a meta-viewpoint that takes other disciplines into consideration.