• Title, Summary, Keyword: Medical ethics

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A Study on the Medical Ethics Education at Colleges of Korean Medicine (한의대 교과목으로서 의료윤리에 관한 고찰)

  • Lee, Jeong-Won;Lee, Hai-Woong
    • Journal of Society of Preventive Korean Medicine
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    • v.22 no.2
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    • pp.13-24
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    • 2018
  • 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.

Medical Ethics Education: Its Objectives and Curriculum (의료윤리교육의 목적 및 과정에 대한 고찰)

  • Lee, Ilhak
    • Korean Medical Education Review
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    • v.16 no.3
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    • pp.147-155
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    • 2014
  • Medical ethics has been integrated into the curriculum for medical education in Korea for over 30 years now. There have been many attempts to establish standards for the educational objectives and curriculum, including establishing learning outcomes and publishing medical ethics textbooks in Korean. However, this task is not easy for several reasons: the interdisciplinary nature of the subject, educators' lack of experience, and the lack of a consensus on the criteria that would be effective educational goals. In this article, the author explores (1) the need for reflection on the education itself, (2) two perspectives of medical ethics education, (3) critical perspectives on the effectiveness of the current medical ethics education, and (4) the variety of modalities of medical ethics education. Further, the author proposes a way to teach medical ethics in Korea. The contents and means are closely related to the question of philosophy of medical education: "Should professional ethics education be 'realistic' or 'idealistic'?" Ethics requires educators to be open to new learning experiences and to ethical development. Medical Ethics education should be relevant to everyday clinical experiences and, at the same time provide students and educators to critically review their ethical perspective through reflections.

Graduate and postgraduate medical ethics education (면허 취득 후 의료윤리교육)

  • Yoo, Sang Ho;Joo, Young Sook;Lee, Sang Hyung
    • Journal of the Korean Medical Association
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    • v.60 no.1
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    • pp.24-31
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    • 2017
  • This article provides an overview of medical ethics education for practicing doctors in Korea, focusing on its aims, objectives, content, pedagogical methods, educators, and key issues and challenges for future development. Education on medical ethics for practicing doctors in Korea started relatively recently on a small scale, based on the initiative of a few specialty boards. Currently, no formal aims and objectives for medical ethics education for practicing doctors have been proposed, and no formalized curricula have been developed by any specialty boards or by the Korean Medical Association. In the educational programs that currently exist, lectures are the predominant teaching method, and only a few educators who are doctors specializing in medical ethics deliver all those lectures. Thus, there are many issues and challenges in the Korean medical environment that must be thoroughly investigated and overcome. Nevertheless, medical ethics is an integral part of the medical profession and should be taught at all levels of training, including undergraduate, graduate, and postgraduate.

Development of the codes and guidelines of medical ethics in Korea (한국 의사윤리지침 및 강령의 연혁과 개정내용)

  • Kim, Ock-Joo;Park, Yoon Hyung;Hyun, Byung Gee
    • Journal of the Korean Medical Association
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    • v.60 no.1
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    • pp.8-17
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    • 2017
  • Medical ethics, autonomy, and self-regulation form the core of medical professionalism. Therefore, codes and guidelines regarding ethics are key documents that demonstrate the identity of physicians as a professional group in a society. In Korea, foreign declarations such as the Hippocratic Oath and the Geneva Declaration have been translated and introduced, while medical ethics guidelines have been introduced from developed countries. In 1961, 1965, and 1979, the Code of Medical Ethics was created and revised, but only in 1997 did Korean doctors develop their own ethics guidelines and codes reflecting their identity in Korean society. In order for these guidelines and codes to be effective living documents, they should be regularly modified to reflect changes in the medical environment and the field of medicine. In response to the urgent need to establish strict norms of medical professionalism in the 21st century due to internal and external problems in Korean society, the Korean Medical Association worked to revise the Ethics Code and Guidelines in 2016. This article reviews the history of how the Korean Code of Ethics and Guidelines has changed and examines the contents of the Code of Ethics and Guidelines as amended in 2016.

Medical ethics guidelines and related laws (의사윤리지침과 관련 법률)

  • Park, Hyoung Wook
    • Journal of the Korean Medical Association
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    • v.60 no.1
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    • pp.32-39
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    • 2017
  • Professional ethics can often encompass areas regulated by law. This is true of the Korean Medical Association (KMA) code of ethics. Therefore, doctors should consider their legal obligations when complying with medical ethics guidelines. A revision prepared by the KMA committee on medical ethics guidelines contains 5 types of amendments. First, some guidelines deal with areas that are not governed by current legislation. A second set of guidelines clarify the obligation to comply with current legislation by specifying "to the extent permitted by the law". A third set of guidelines repeat the contents of current legislation almost verbatim. A fourth set of guidelines explain the content of the current legislation in lay language when a chance of misunderstanding is present. Fifth, some guidelines can be interpreted as being in conflict with current legislation. The statement that physicians must consider the content of relevant laws does not mean that they must accept those laws uncritically. At a minimum, doctors should avoid falling into legal difficulties because of legal ignorance. Furthermore, doctors must make efforts to revise relevant laws that are not acceptable from the point of view of medical ethics. If doctors continue this effort, they can maintain their professional dignity. The revision of the medical ethics guidelines is the beginning of this effort. If doctors understand the relationship between medical ethics guidelines and current legislation, it will be easier for doctors to comply with medical ethics guidelines in the clinical setting.

Medical ethics education in the medical school curriculum (의과대학에서의 의료윤리교육)

  • Kim, Jang Han
    • Journal of the Korean Medical Association
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    • v.60 no.1
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    • pp.18-23
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    • 2017
  • In the past 30 years, medical ethics education has emerged as a high-priority subject in Korea. This article provides a general overview of medical ethics education in the medical school curriculum. The author supports the idea that the goal of medical ethics education should be to equip physicians with a knowledge base for analyzing and resolving ethical dilemmas as a core element of the profession. The core elements already have been delineated by the textbook of medical ethics that is in use, and can be applied in contexts including theoretical work, specific areas of application, and problematic clinical cases. This field requires a multidisciplinary approach and should be integrated throughout the entire curriculum of medical school. Ethical theory and knowledge-based approaches should be studied as a basic course, and case studies and ethical debates should incorporated into applied clinical training courses. The grade system is suitable for the knowledge-based approach, while pass-fail evaluations are suitable for small-group discussions of case studies. A team-based approach including both ethicists specializing in philosophy and physicians would be helpful in teaching medical ethics. Progress in ethics education may depend on medical schools to invest in faculty development and to allocate resources accordingly. Ethics education should be treated as a course in professionalism, and should also be incorporated into continuing medical education programs after graduation from medical school.

Proposed oath and ethics code for emergency medical technicians (응급구조사 선서 및 윤리강령의 제안)

  • Kim, Hyo-Sik;Uhm, Tai-Hwan
    • The Korean Journal of Emergency Medical Services
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    • v.21 no.1
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    • pp.7-15
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    • 2017
  • Purpose: The purpose of our study was to introduce an oath and ethics code for emergency medical technicians (EMTs). Methods: The proposed oath and ethics code for the EMTs was evaluated using a modified Delphi technique. This oath and ethics code was presented at Korean association of emergency medical technician conference and was revised by experts in emergency medical services. Results: We examined the ethics codes for other allied healthcare professionals regarding the topics of human rights, health promotion, acting as an advocate, ethics, cooperation, observance, human rights, right to know, self-determination, confidentiality, and professionalism. These elements are reflected in our proposed oath and ethics code for EMTs. Conclusion: The proposed oath and ethics code would raise the professional status of EMTs.

Level of perception of professional ethics education and the knowledge and attitudes related to medical ethics of students and professors in dental hygiene (치위생학 전공 학생과 교수자의 직업윤리교육 의식과 의료윤리 관련 지식과 태도)

  • Jang, Jong-Hwa;Hwang, Yoon-Sook;Lee, Sun-Mi
    • Journal of Korean society of Dental Hygiene
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    • v.21 no.1
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    • pp.77-88
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    • 2021
  • Objectives: This study aimed to analyze the dental hygiene students and professors' knowledge and attitudes related to medical ethics and their level of perception of professional ethics education. Methods: This was a cross-sectional survey study of 330 students and professors in the field of dental hygiene using a structured questionnaire. The sub-factors of knowledge and attitudes related to medical ethics were classified into patient relations, medical and social relations, and individual specialized fields, and analyzed for comparison. Results: In the university curriculum, the professional ethics completion rate was 34.8% for students and 22.1% for professors, but 98.5% of respondents said that professional ethics is important. Their knowledge and attitudes related to medical ethics were average, ranging from 5 points to 3.37 points, followed by "relationships with patients (3.75 points)", "medical and social relations (3.19 points)", and "individual specialties (3.16 points)." Conclusions: Students and professors who major in dental hygiene recognize the importance of professional ethics, but the level of knowledge and attitude related to medical ethics has been found to be moderate. Therefore, it is suggested that medical ethics, including professional ethics, should be treated as an essential subject in the university curriculum.

The Code of Medical Ethics for the Korean Academy of Child and Adolescent Psychiatry: Why Is It Important? (대한소아청소년정신의학회 의료윤리규정: 왜 필요한가?)

  • Koo, Young-Jin;Hwang, Jun-Won;Lee, Moon-Soo;Yang, Young-Hui;Bang, Soo-Young;Kang, Je-Wook;Lee, Dae-Hwan;Lee, Ju-Hyun;Kwack, Young-Sook;Kim, Seungtai Peter;Noh, Kyung Sun;Park, Sung-Sook;Bahn, Geon Ho;Song, Dong-Ho;Ahn, Dong Hyun;Lee, Young Sik;Lee, Jeong-Seop;Cho, Soo-Churl;Hong, Kang-E Michael
    • Journal of the Korean Academy of Child and Adolescent Psychiatry
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    • v.27 no.1
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    • pp.2-30
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    • 2016
  • This article provides an overview of the developmental history and rationale of medical ethics to establish the code of ethics and professional conduct of the Korean Academy of Child and Adolescent Psychiatry (KACAP). Most medical professional organizations have their own codes of ethics and conduct because they have continuous responsibility to regulate professional activities and conducts for their members. The Ethics and Award Committee of the KACAP appointed a Task-Force to establish the code of ethics and conduct in 2012. Because bioethics has become global, the Ethics Task Force examined global standards. Global standards in medical ethics and professional conduct adopted by the World Medical Association and the World Psychiatric Association have provided the basic framework for our KACAP's code of ethics and professional conduct. The Code of Ethics of the Americal Academy of Child and Adolescent Psychiatry has provided us additional specific clarifications required for child and adolescent patients. The code of ethics and professional conduct of the KACAP will be helpful to us in ethical clinical practice and will ensure our competence in recognizing ethical violations.

Correlation Study of Characteristics of Bio-medical Ethics and Self-esteem For Undergraduate Students (융합 계열간 대학생의 생명윤리의식과 자아존중감간 상관연구)

  • Park, So-Yeon;Park, Kyoung-Young
    • Journal of the Korea Convergence Society
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    • v.6 no.6
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    • pp.255-261
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    • 2015
  • The purpose of this study is to study of correlation of characteristcs of bio-medical ethics and self-esteem for undergraduate students and to compare bio-medical ethics perception between health science and non-health science undergraduate students. We investigated bio-medical ethics and self-esteem of 651 undergraduate students including health science students and non-health science students for two weeks in May, 2015. The results of this study showed significant correlation between self-esteem and bio-medical ethics. The higher self-esteem, the more important bio-medical ethics. But it showed no significant difference between two groups in bio-medical ethics about brain death, euthanasia except biotechnology.