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John Goldie, Lisa Schwartz, Alex McConnachie & Jillian Morrison, The impact of three years' ethics teaching, in an integrated medical curriculum, on students' proposed behaviour on meeting ethical dilemmas |
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To evaluate the impact of 3 years' ethics teaching (30 hours mainly small group teaching in year 1, 14 hours mainly lecture-type teaching in years 2 and 3) on students' proposed behaviour on encountering ethical dilemmas. |
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John Goldie, Lisa Schwartz, Alex McConnachie & Jillian Morrison., The impact of a modern medical curriculum on students' proposed behaviour on meeting ethical dilemmas |
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Objective to evaluate the impact of a modern medical curriculum on students' proposed behaviour on encountering ethical dilemmas. |
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John G S Goldie, The detrimental ethical shift towards cynicism: can medical educators help prevent it?. |
| 4. |
J S Ker., Developing professional clinical skills for practice – the results of a feasibility study using a reflective approach to intimate examination |
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John Goldie, Lisa Schwartz, Alex McConnachie & Jillian Morrison, Students' attitudes and potential behaviour with regard to whistle blowing as they pass through a modern medical curriculum. |
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Johane Patenaude, Theophile Niyonsenga, and Diane Fafard, Changes in students' moral development during medical school: a cohort study |
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The requirements of professionalism and the expected qualities of medical staff, including high moral character, motivate institutions to care about the ethical development of students during their medical education. We assessed progress in moral reasoning in a cohort of medical students over the first 3 years of their education. |
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John Goldie, Review of ethics curricula in undergraduate medical education |
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Medical ethics education, it has been said, has 'come of age' in recent years in terms of its formal inclusion in undergraduate medical curricula. This review article examines the background to its inclusion in undergraduate curricula and goes on to examine the consensus that has arisen on the design of ethics curricula, using Harden's curriculum and S.P.I.C.E.S models as templates. While there is consensus on content for undergraduate medical ethics education, there is still significant debate on learning and teaching methods. Despite the broad agreement on the need to apply adult education principles to ethics teaching, there would appear to be some tension between balancing the need for experiential learning and achieving the 'core curriculum'. There are also as yet unresolved difficulties with regards to resources for delivery, academic expertise, curriculum integration and consolidation of learning. Assessment methods also remain contentious. Although there is consensus that the ultimate goal of medical ethics, and indeed of medical education as a whole, is to create 'good doctors', the influence of the 'hidden curriculum' on students' development is only beginning to be recognized, and strategies to counteract its effects are in their infancy. The need for proper evaluation studies is recognized. It is suggested that the areas of debate appearing in the literature could be used as a starting point for evaluation studies, which would form the empirical basis of future curriculum development. |
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