Two Ways to Teach Pre-Medical Students the Ethical Value of Information Gathering

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Heather J. Gert, Associate Professor (Creator)
Institution
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/

Abstract: There are many things that medical and premedical students can and should get out of a course on medical ethics. Many topics relevant to the practice of medicine require genuine philosophical contemplation. For instance: What is voluntary informed consent? How should “death” be defined and what difference does this make in specific situations? And perhaps even, What is a person? Questions such as these are appropriate for medical ethics courses because of the bearing they have on ethical decisions made by physicians and others in the health care field. That is, encouraging reflection on these and other such questions is a means by which most of us who teach medical ethics hope to enable our students to become better—more ethically aware—health care workers.

Additional Information

Publication
Teaching Philosophy, 24(3), Sept. 2001, pp. 233-240
Language: English
Date: 2001
Keywords
health care workers, medical ethics, ethical decisions, medical students, premedical students