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KMID : 1025620040070020232
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Korean Journal of Medical Ethics
2004 Volume.7 No. 2 p.232 ~ p.246
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Teaching Medical Ethics and Critical Thinking
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Choi Kyung-Suk
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Abstract
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There are at least three good reasons for teaching a course in medical ethics. One is to teach principles and laws relevant to medical ethics, and debate on ethical issues. Another is to internalize necessary values and morality. A third is to improve the students’ thinking and communication skills. The author leans towards the last because it is effective in cultivating students’ ability to make their own moral judgment for themselves based on the facts at their disposal. This cultivation will serve the student well in their areas of life as well. As a means of improving thinking and communication skills, critical thinking should be emphasized. Critical thinking is a mode of thinking characterized by considering elements and assessing them by standards. The elements of thinking are problem, conclusion, concepts, facts, assumptions, perceptions, implications, context, and purpose. The standards are clarity, precision, accuracy, importance, relevance, logicality, sufficiency, depth, breadth, and fairness. These will be explained by application to the issue of euthanasia. In addition, a teaching method based on interaction between teacher and students is emphasized in this study. Some requirement are also suggested that students must satisfy in their papers. A student must explain the importance of the issue and express an opinion, provide support using concepts, data, cases, or experience, and respond to the strongest counter opinions.
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KEYWORD
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Teaching medical ethics, Critical thinking, Communication skills, Elements and standards of thinking, Euthanasia
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