Autoaprendizaje de ética en historia de la medicina. Una experiencia atractiva

  1. Jara Rascón, José
Journal:
Cuadernos de bioética

ISSN: 1132-1989,  2386-3773

Year of publication: 2014

Volume: 25

Issue: 84

Pages: 285-295

Type: Article

DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Cuadernos de bioética

Abstract

Introduction. The concept of person-based medicine may be transmitted to undergraduate studies and the subject of History of Medicine can be a good chance for it, if we engage the students to confront them with the characters, values and actions of those personalities who achieved the principal scientific advances in biomedicine area. Material and Method. In this work, it is described a methodological experience in the transmission of knowledge of History of Medicine following a teaching model which was lead on 130 students who performed analysis on circumstances, actions and ethical values of physicians and scientists that led to significant advances in the field of biomedicine through history. Thus, each student was assigned the subject of one character for study and every one was asked to make an oral presentation with a brief written work including a personal reflection. Results. Oral presentations and written works showed how students were able to do a balance of ethical implications in 77% of the cases. Only 23% of students were not able to see ethical perspectives of the studied characters. The most frequently refered values were the attitudes of perseverance in the study, the selfless dedication to patients and the passionate effort on continuous learning. Conclussions. Undergraduate training in Health Sciences and Medicine offers an excellent training opportunities in ethics and transmission of values through humanistic subjects such as the History of Medicine. The self-reflection by students on the main characters of scientific advances seems to be a good education proposal to promote ethical awareness

Bibliographic References

  • Abellán-García A. A hombros de gigantes. In: Instituto John Henry Newman. II Conversaciones Universitarias. Ed Universidad Francisco de Vitoria; Madrid, 2012. 275-290.
  • Abril-García A, Albert M, Santos JA. La enseñanza de la Bioética en los planes de estudio del grado de Medicina en las universidades españolas. Cuadernos de Bioética. 2011; 22 (2): 369.
  • Altisent R. Una visión crítica de la formación en Bioética en España. Eidon. 2008; . 33
  • Arendt H. Ensayos de comprensión 1930-1954. Caparrós Editores; Madrid, 2005. 160.
  • Ayllon JR. Bioética, pluralismo y relativismo. Cuadernos de Bioética. 2003; 14 (2): 209-216.
  • Buhigas G. Eutanasia y Eugenesia. Ed Sekotia; Madrid, 2009. 315-328.
  • Hurst SA, Perrier A, Pegoraro R et al. Ethical difficulties in clinical practice: experiences of European doctors. J Med Ethics. 2007; 33: 51-57.
  • Jonsen AR, Siegler M, Winslade WJ. Etica Clínica. Aproximación práctica a la toma de decisiones éticas en la medicina clínica. Ed Ariel SA; Barcelona, 2005.
  • Khan A, Ameisen JC, Berche P, Brohard Y. Una historia de la Medicina o el aliento de Hipócrates. Ed Lunwerg SL; Madrid, 2012. 208-212.
  • Leon-Correa FJ. Enseñar bioética: cómo transmitir conocimientos, actitudes y valores. Acta Bioethica. 2008; 14 (1): 11-18.
  • Lyons AS, Pertrucelli J. Historia de la Medicina. Ed Mosby/Doyma Libros; Barcelona, 1994. 485.
  • Miles A. Person-centered medicine. At the intersection of science, ethics and humanism. The International Journal of Person Centered Medicine. 2013; 2 (3): 329-333.
  • Mills S, Bryden DC. A practical approach to teaching medical ethics. J Med Ethics. 2010; 36: 50-54.
  • Palés JL. Planificar un currículum o un programa formativo. Educación Médica. 2006; 9 (2): 59-65.
  • Rawls J. El liberalismo político. Crítica; Madrid, 2005.
  • Ruiz-Canela M. Ética de la investigación: historia y fundamentos. In: Espejo MD, Castilla A (eds). Bioética de las Ciencias de la Salud. Ed Alcalá; Jaén, 2001. 291-302.
  • Ruiz-Moral R, Loayssa JR. El portafolio de ética en la formación del médico de familia: argumentación teórica y ejemplificación práctica. Atención Primaria. 2007; 39 (9): 491-94.
  • Salinas AS, Hernández JA, Virseda JA et al. El aprendizaje basado en problemas en la enseñanza de la urología. Modelo de la Facultad de Medicina de la Universidad de Castilla-La Mancha. Actas Urol Esp. 2005; 29 (1): 8-15
  • Schulz S, Woestmann B, Huenges B, Schwelkardt C, Schafer T. How important is Medical Ethics an History of Medicine Teaching in the medical curriculum? An empirical approach towards student¨ views. GMS Z Med Ausbiid. 2012: 29 (1): Doc 08 . Disponible en http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3296096/ Consultado 20/03/2014.
  • Seligman M, Peterson Ch on behalf of the Values in Action Institute. VIA Signature Strengths Questionnaire. Disponible en http://www.positiviza.wordpress.com/2013/05/06/cuestionario-via-de-fortalezas-personales/ Consultado 28/08/2013.
  • Smith Sh, Fryer-Edwards K, Diekema DS, Braddock CH. Finding effective strategies for teaching ethics: a comparison trial of two interventions. Acad Med. 2004; 79: 265-271.
  • Sokol DK. What to tell junior doctors about Ethics. BMJ. 2010; 340: 1063.
  • Stirrat GM, Johnston C, Gillon R, Boyd K, on behalf of the Medical Education Working Group of the Institute of Medical Ethics. Medical ethics an law for doctors of tomorrow: the 1998 Consensus Stament updated. J Med Ethics. 2010; 36: 55-60.
Data source: Dialnet