• 대한예방한의학회지
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• 제22권2호
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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.

• 간호행정학회지
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• 제19권3호
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• pp.351-360
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• 2013

Purpose: This study was done to investigate changes in nursing students' moral judgment throughout their professional education, and to identify more suitable ways to evaluate ethics education by using P (%) scores only and P (%) scores with 4th scores. Methods: The study consisted of cross-sectional and longitudinal surveys as well as a study using a nonequivalent control group pre-post experimental design. The participants were nursing students attending a university in Gyeongju, Korea. The data were collected from September 1, 2006 to October 31, 2009 using the Korean version of the Defining Issues Test. Results: In the cross-sectional survey, there was no significant difference in the nursing students' moral judgment scores according to their school grades. In the longitudinal survey, nursing students' moral judgment scores did not change significantly over the duration of their education. In the nonequivalent control group study, the effectiveness of nursing ethics education was identified by P (%) scores only. Conclusion: The evidence indicates that nursing professional education does not influence the development of nursing students' moral judgment, and using P (%) scores only seems to be a better way compared to other ways to evaluate the effects of nursing ethics education.

• 산업융합연구
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• 제18권6호
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• pp.129-138
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• 2020

본 연구는 간호사의 전문직 자아개념과 윤리의식이 환자의 개인정보보호 실천도에 미치는 영향을 파악하고자 시도되었다. 연구대상은 K도에 소재한 종합병원에 재직 중인 간호사 196명으로, 2018년 6월 1일부터 7월 5일까지 전문직 자아개념과 윤리의식 및 환자 개인정보보호 실천도를 설문조사하였다. 연구결과 대상자의 전문직 자아개념은 4점 만점에 2.62점, 윤리의식은 4점 만점 중 2.93점, 환자 개인정보보호 실천도는 5점 만점 중 3.69점이었다. 환자 개인정보보호 실천도에 영향을 미치는 요인은 윤리의식, 전문직 자아개념으로 확인되었으며, 이들 변수들은 환자 개인정보보호 실천도를 30% 설명하였다. 따라서 병원 간호사의 환자 개인정보보호 실천도를 높이기 위해서는 간호사의 윤리의식을 높이고 전문직 자아개념을 향상시킬 수 있는 신규간호사를 위한 교육과 경력간호사를 위한 주기적인 재교육 프로그램이 마련되어야 할 것으로 사료된다.

• 의학교육논단
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• 제14권1호
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• pp.1-6
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• 2012

The idea that medicine itself imposes certain obligations upon the physician probably originated in Greece. It is Socrates in the fifth century BC who first discussed medical professionalism. Socrates said that no physician should seek the advantage of the physician but of the patient. For the physician was a ruler of bodies and not a money-maker. However, it is Hippocrates, the contemporary of Socrates and the Father of Medicine, who founded medical professionalism education and professional medical ethics. The professional spirit of Greek physicians is summed up in the magic phrase 'love of humanity.' In Epidemics I, Hippocrates expressed hope that physicians would help patients, or at least do them no harm. He also said, "Life is short; Art is long" in The Aphorisms. Here he described the reflective philosopher and the practiced physician. At once he sang the shortness of human life and the extent of the medical arts. Moreover, he made students swear by the gods that "I will keep pure and holy both my life and my art." The Oath can serve as a coherent starting point and organizing framework for medical professionalism education and professional medical ethics. We need to have an opportunity to employ this fascinating text in teaching medical professionalism and medical ethics. In this article, the author asserts that the Hippocratic Aphorism (Life is short; Art is long) and The Oath, the most famous work of the entire Hippocratic collection, should be used for medical professionalism education.

• 한국치위생학회지
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• 제21권3호
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• pp.301-310
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• 2021

Objectives: The purpose of this study was to identify the types of ethics, professional intuition, and ethical competencies of students majoring in dental hygiene and to provide appropriate dental hygiene education by confirming the relationship between them. Methods: A survey was conducted from March 2 to March 30, 2021 using a questionnaire, and the data were analyzed using chi-square test, one-way analysis of variance, and Pearson's correlation analysis. Results: Regarding the ethics type, absolutists accounted for 36.1%, relativists for 33.8%, subjective for 16.5%, and exceptionalists for 13.5% of the respondents. Dental hygiene professional intuition scored 3.53 points, and ethical competence scored 3.52 points. The points for professional intuition and ethical competence according to the type of ethics were 3.64 and 3.61 for the absolutist, 3.55 and 3.53 for the relativist, 3.47 and 3.53 for the exceptionalist, and 3.27 and 3.37 for the subjective, respectively. The propensity of idealism showed a positive correlation with dental hygiene professional intuition and ethical competence (p<0.001). The tendency of relativism correlated with ethical competence, and ethical competence correlated with dental hygiene professional intuition (p<0.05). Conclusions: The implication of this study is that students majoring in dental hygiene must have clear and high dental hygiene professional intuition and ethical competence in order to demonstrate their potential positively. Therefore, ethics education and proper decision-making training must be included in the dental hygiene curriculum.

• 의학교육논단
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• 제23권2호
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• pp.75-79
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• 2021

In modern society, doctors are a representative example of professionals-that is, doctors are members of an occupation with high barriers to entry. For doctors, long-term education, training, and licensing are factors that make it difficult to enter medical practice. These external characteristics, which have mainly arisen in the modern era, play an important part in the professional identity of doctors. Nonetheless, the core of the doctor's identity is the identity of the healer. In today's Korean society, the universal identity of doctors as healers results from a combination of the special historical identity of professionals with high entry barriers. Korean society currently demands a high level of ethical awareness from doctors. These demands are partly derived from the nature of the practice of medical care, but they also reflect demands for strong social responsibility as professionals. It is difficult to cultivate professional ethics simply by imposing legitimate virtues, presenting an ideal model, or emphasizing moral education that is not fully realistic. A deep-rooted sense of professional ethics stems from a clear awareness of professional identity. Education plays an important role in the formation and awareness of doctors' professional identity, and various types of content and methods can be used in education. However, since the identity of an entity is formed through the process of historical experience, it is thought that the historical process of the formation of doctors as a profession should be included as an important part of education.

• 공학교육연구
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• 제12권1호
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• pp.31-41
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• 2009

과학기술의 발전이 가속화되고 사회에 미치는 파급력이 커짐에 따라 과학기술자의 사회적 책임 향상과 전문직 윤리에 대한 관심이 높아지고 있다. 공학분야에서는 특히, EC2000의 도입과 공학교육인증기준이 체계화와 더불어 공학윤리교육의 중요성이 강조되고 있다. 하지만 공학과 윤리의 결합은 단순히 원칙적 선언에 의해 확보될 수 없으며 교육 시스템안에서 어떻게 제도화될 수 있고 실행 가능한 지에 대한 체계적 접근이 필요하다. 이 연구는 공학윤리 교육 제도화의 전제 조건이 되는 인식의 전환과 공학의 일상적 경험에 근거한 윤리 교육이 필수적임을 주장하고 있다. 1980년대까지 확립된 공학윤리교육의 의의와 한계를 밝히면서 최근 발전하고 있는 공학윤리교육의 특성과 지향점을 살펴본다. 또한 현재 이루어지고 있는 공학윤리교육의 유형을 분석하여 각 유형별 쟁점과 특성을 분석한다. 이제 막 발전하기 시작한 우리나라의 공학윤리교육은 각 대학의 주어진 여건과 상황을 고려하여 독립형 혹은 전공결합형 공학윤리 교육을 적절히 조합하여 추진하는 것이 바람직하다. 무엇보다 공학과 공학 이외 분야의 해당 전문가들 사이의 협력 연구와 교육이 선행되어야 할 것이다.

• 대한치위생과학회지
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• 제5권2호
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• pp.113-121
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• 2022

Background: This study aimed to create and present content that can be used in the dental hygiene ethics process to help dental hygiene students develop desirable work ethics and ethical values. Methods: In order to operate the dental hygiene ethics course in all academic systems, one three-year dental hygiene professor and one four-year dental hygiene professor participated in setting core competencies and learning goals for the dental hygiene ethics course. The class consisted of two credits, two hours of theoretical classes, and class activity sheets developed according to the learning contents and learning topics for each week that can be operated for 15 weeks. Results: The contents of the dental hygiene ethics subject were developed to be conducted as theoretical education and case-oriented discussion classes. The 15-week class consisted of a theory lecture on dental hygiene work ethics (eight weeks), discussions and presentations for ethical decisions based on actual cases related to dental hygiene ethics (four weeks), and the design and presentation of individual professional mission statements and codes of conduct (three weeks). The class data for each week consisted of four stages: "Learning goal-thinking," "open-thinking," "learning content-thinking," and "according to learning goal." Conclusions: In order to establish desirable workplace ethics and ethical values for dental hygiene students, it is necessary to approach education in a way that values understanding and application of dental hygiene practices, legal and ethical standards, ethical decision-making models, and ethical principles.

• 근관절건강학회지
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• 제24권3호
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• pp.179-186
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• 2017

Purpose: The purpose of this study was conducted to evaluate the effects of an action learning-based nursing ethics education on the self-assertiveness and ethical values in nursing students. Methods: The study was a non-equivalent control group pretest-posttest design. This study was carried out from October 19 to December 11, 2015. Participants were fifty-six undergraduate nursing students who assigned to either an action learning-based nursing ethics education or traditional lecture. Outcomes were measured assessed self-assertiveness and ethical values using questionnaires. Results: There was a significant improvement in the self-assertiveness in the experimental group who received an action learning-based nursing ethics education than the control group who undertook the traditional lecture (p=.017). However, ethical values were not statistically signigicant between two groups (p=.347). Conclusion: This study demonstrated that an action learning-based nursing ethics education for undergraduate students is very effective in promoting self-assertiveness compared to the traditional lecture.

• 공학교육연구
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• 제10권2호
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• pp.106-117
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• 2007

Recently there has arisen an increasing world-wide emphasis on teaching ethics within the engineering curriculum. Much of the teaching has relied on the use of an American model emphasizing autonomy and professional identification. This paper argues that this model is inadequate when engineering is seen in a global perspective, because different cultural values are dominant throughout the world, some of which stand in sharp contrast to traditional Western values based on the primacy of the individual. A new global engineering ethics thus needs to be constructed which takes into account a variety of different cultural values and local circumstances, but which is able to serve as a uniting ethical foundation for engineers throughout the world. The paper suggests that the development of a global code of engineering ethics would be a fruitful way to pursue such a strategy.