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Understanding, Being, and Doing: Medical Ethics in Medical Education

Published online by Cambridge University Press:  05 March 2003

ROSAMOND RHODES  and
DEVRA S. COHEN
ROSAMOND RHODES
Affiliation:
Mount Sinai School of Medicine and The Graduate School, The City University of New York
DEVRA S. COHEN
Affiliation:
Morchand Center for Clinical Competence at the Mount Sinai School of Medicine in New York City
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Over the past 15 years, medical schools have paid some attention to the importance of developing students' communication skills as part of their medical education. Over the past decade, medical ethics has been added to the curriculum of most U.S. medical schools, at least on paper. More recently, there has been growing discussion of the importance of professionalism in medical education. Yet, the nature and content of these fields and their relationship to one another remains confused and vague, and that lack of clarity, in turn, impairs the effectiveness of medical education. This ambiguity invites serious contention over who should design and teach the curriculum as well as when, where, and how it should be taught.

Type
SPECIAL SECTION: PRAXIS: ETHICAL ISSUES IN MEDICAL EDUCATION AND TRAINING
Information
Cambridge Quarterly of Healthcare Ethics , Volume 12 , Issue 1 , January 2003 , pp. 39 - 53
Copyright
© 2003 Cambridge University Press