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Cited by 105Innovations in Medical EducationEthics and bioethics in healthcareEthics in medical practice

The Medical Ethics Curriculum in Medical Schools: Present and Future

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Giubilini, Alberto, Milnes, Sharyn, Savulescu, Julian·2016·The Journal of Clinical Ethics
DOI 10.1086/jce2016272129
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Abstract

In this review article we describe the current scope, methods, and contents of medical ethics education in medical schools in Western English speaking countries (mainly the United Kingdom, the United States, and Australia). We assess the strengths and weaknesses of current medical ethics curricula, and students' levels of satisfaction with different teaching approaches and their reported difficulties in learning medical ethics concepts and applying them in clinical practice. We identify three main challenges for medical ethics education: counteracting the bad effects of the "hidden curriculum," teaching students how to apply ethical knowledge and critical thinking to real cases in clinical practice, and shaping future doctors' right character through ethics education. We suggest ways in which these challenges could be addressed. On the basis of this analysis, we propose practical guidelines for designing, implementing, teaching, and assessing a medical ethics program within a four-year medical course.

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  • The 4 foundational principles of medical ethics-autonomy, beneficence, nonmaleficence, and justice-are highly relevant in the context of teaching ethics in medical education.

    “The 4 foundational principles of medical ethics—autonomy, beneficence, nonmaleficence, and justice—are highly relevant in the context of teaching ethics in medical education [41].”

    From Proposing a Principle-Based Approach for Teaching AI Ethics in Medical Education (2024) · cites this paper as [41]

  • Traditional ethics education primarily focuses on the 4 principles of medical ethics as formulated by Beauchamp and Childress.

    “Traditional ethics education primarily focuses on the 4 principles of medical ethics as formulated by Beauchamp and Childress [41].”

    From Proposing a Principle-Based Approach for Teaching AI Ethics in Medical Education (2024) · cites this paper as [41]

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Authors
Giubilini, A., Milnes, S., & Savulescu, J.
Affiliations
  • University of Oxford (GB)
  • Deakin University (AU)
ORCID
Venue
The Journal of Clinical Ethics
Publisher
University of Chicago Press
Published
2016-06-01
Volume
27
Issue
2
Pages
129-145
ISSN
  • 1046-7890 (ISSN-L)
  • 1945-5879
DOI
10.1086/jce2016272129
OpenAlex
W2461546721
Cited by
105
References
30
Citations by year
2026: 3 · 2025: 9 · 2024: 12 · 2023: 26 · 2022: 14 · 2021: 14 · 2020: 12 · 2019: 7 · 2018: 3 · 2017: 3 · 2016: 2
FWCI
4.96
Type
journal article
Language
en
Open access
Licence
cc-by
Locations
  • The Journal of Clinical Ethics (publishedVersion)
  • PubMed (publishedVersion)
  • Figshare (submittedVersion, cc-by)
Topics
  • Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
  • Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Ethics and bioethics in healthcare
  • Health Sciences › Health Professions › General Health Professions › Ethics in medical practice
Keywords
medical ethics education, medical ethics curriculum, hidden curriculum, clinical ethics, ethical decision-making, personality development, medical students, curriculum development, ethics assessment
MeSH terms
Peer Influence, Professionalism, Attitude of Health Personnel, Australia, Coercion, Conflict, Psychological, Conscience, Curriculum, Education, Medical, Ethics, Medical, United Kingdom, Humans, Imitative Behavior, Teaching, Thinking, United States, Professional Role, Ethical Analysis, Virtues

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