In May 2001, the Code of Medical Ethics, KMA was enacted by Korean Medical Association, but is not proclaimed yet. First of all, newly elected president of KMA should promulgate this code to the all members of the KMA and the public. The code would be used as the ext of the bio-medical ethics education for medical students and physicians as well as a concrete guideline for judgment by the independent ethics committees. And this code is due to be revised according to the change of socio-medical environment.
Education ; Ethics ; Ethics Committees ; Ethics, Medical* ; Humans ; Judgment ; Students, Medical

No abstract available.
Education* ; Ethics* ; Humans ; Students, Medical*

Le Huu Trac was called Hai Th­uong Lan Ong (1720-1791). He was a outstanding traditional physician of Vietnam in XVIII century. His work is “Hai Th­uong y tong tam linh” includes 28 sections, 66 volumes. This book has value in various fields: medicine, literature, history and philosophy. In medicine, Hai Thuong Lan Ong work showed that he is not only a pre-eminent medical theoretician, experienced clinician but also a person who had profound ideology on professional ethic for physicians. These ideologies were introduced more or less and shoot through in his work. Now, the value of ideologies is a lesson for the development of health system in new era, in industrialization and modernization period
Ethics, Medical ; Education, Medical ; Medicine, Traditional

Education, Medical ; ethics ; Ethics, Medical ; Humans ; Informed Consent ; Patient Selection ; Risk Assessment ; Teaching Rounds ; 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.
*Achievement ; *Curriculum ; *Education, Medical, Undergraduate ; Ethics, Medical/*education ; Ethics, Research/*education ; Goals ; Humans ; *Learning ; Schools, Medical ; Students, Medical ; Surveys and Questionnaires

PURPOSE: This study aims to explore the improvement of medical curriculums by examining the relationship between attributes of the Korean physicians and their needs for specialized departments and professionals for enhancing Korean physicians' social competence. METHODS: The uniqueness of this study is in its conduction a survey about the Korean physicians' needs of specialized departments and professionals for physicians' social competence or not, unlikely that previous studies focused on reviews. Subjects of this study are 288 physicians among the members of the Korean Society of Medical Education and The Korea Intern Resident Association. The hierarchical regression analyses are conducted. RESULTS: The authors present the results. First, the needs of specialized departments decline if physicians have ever majored on basic medical and learned professionalism ethics. Second, the older physicians are, the much more learned professionalism ethics and the needs of leadership competence physicians have, the necessities of specialized professionals are reduced. Finally, the physicians' needs of patient-oriented communication and sympathy of human in society as well as professionalism ethics increase recognitions of the importance of specialized professionals. CONCLUSION: These results show that strengthening systemic and educators' individual capacity for successful social competence curriculums is important.
Curriculum ; Education* ; Education, Medical ; Ethics ; Humans ; Korea ; Leadership ; Mental Competency

There are four principles of medical ethics; Beneficence, Respect for autonomy, Non-maleficence, and Justice. It is not easy to apply to principles of medical ethics in the special circumstances of obstetrics and gynecology. Student doctors must learn to be familiar with principles of medical ethics tailored to the special circumstances while the obstetrics and gynecology practice.
Beneficence ; Education, Medical* ; Ethics* ; Ethics, Medical ; Gynecology* ; Humans ; Obstetrics* ; Social Justice

Gachon Medical School has developed and implemented a medical ethics course entitled, "Life and Society II". The course uses dilemma discussion based on medical case studies to allow students to develop their moral reasoning ability in both clinical and hospital settings. The course was developed by the faculty of medicine during the 1998-1999 academic years. The program was designed in a four-stage process: 1) learning objectives were identified, 2) contemporary controversies and relevant ethical issues were chosen based on relevance to modern medical practice, 3) a syllabus was drafted based on the aforementioned ethical issues and teaching methods appropriate for each issue were integrated into the syllabus, and 4) tutorial manuals were produced. The course was taught to 41 second-year premedical students and evaluated by student surveys. The learning goals were identified through both a literature survey of contemporary issues in medical ethics and an in-house survey of important content to teach in a medical ethics course. The curriculum was designed based on the identification of specific learning objectives per ethical issue, selection of appropriate materials and content, organization of dilemma scenarios and formulation of questions for discussion. The course was taught using a variety of teaching formats: dilemma discussions, seminars, tutorials, lectures, assigned readings and student presentations. Positive results were obtained from the student surveys: it was discovered that most students thought that the course's learning objectives were achieved. Furthermore, of all the teaching methods employed, most of our students felt that discussing dilemmas was the most effective method for developing moral reasoning ability.
Curriculum ; Education* ; Ethics ; Ethics, Medical ; Humans ; Learning ; Lectures ; Reading ; Schools, Medical* ; Students, Premedical ; Teaching

BACKGROUND: Ethical issues in medical practice focuses mainly on critically ill hospitalized pateints or sophiscated technologic developments. However, in the outpatient setting physicians enco unter many problems that require ethical decision making. This study is an assessment of awareness and understanding of ethical issues commonly encountered in ambulatory setting in order to develop education curriculum. METHODS: A questionnaire was designed to evaluate general knowledge of medical ethics using 12 clinical vignettes. The questionnaire was distributed to medical students and residents who were asked to answer whether an ethical issue was present, its significance, and what the specific issues was involved. RESULTS: The response rate was 53%, with 106 of 200 students or residents completing the questionnaire-63 medical students, 14 interns and 25 residents. Respondents' ability to identify that an ethical issue was involved in each vignette ranged from 42.9% to 78.3%. The significance rating ranged from 2.9 to 4.1 on the Likert scale of 1 to 5. A majority of respondents did not identify the correct ethical issue invloved in each vignette. CONCLUSION: This survey showed that the medical students and residents seem to have insufficient knowledge to recognize ethical dilemmas in ambulatory setting. Appropriate medical ethics education should be developed in medical education with particular emphasis on commonly encountered situation.
Critical Illness ; Curriculum ; Decision Making ; Education ; Education, Medical ; Ethics ; Ethics, Medical* ; Humans ; Outpatients ; Students, Medical* ; Surveys and Questionnaires

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.
Curriculum* ; Education* ; Education, Medical, Continuing ; Ethical Theory ; Ethicists ; Ethics ; Ethics, Medical* ; Humans ; Knowledge Bases ; Korea ; Philosophy ; Professionalism ; Schools, Medical*