Evolution of bioethics education in the medical programme: a tale of two medical schools
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Evolution of bioethics education in the medical programme: a tale of two medical schools Olivia Miu Yung Ngan 1
& Joong
Hiong Sim 2
Accepted: 16 October 2020/ # Springer Nature Switzerland AG 2020
Abstract Bioethics Education in the Anglo-European context developed since 1970 and was incorporated into the undergraduate and postgraduate education, residency training, and continuous education. In the Asia-Pacific region, bioethics education is less structured and often dependent on contextual constraints. This paper provides a cross-sectional analysis, describing institutional experiences in developing bioethics curriculum at two medical schools in Malaysia and Hong Kong. The medical programmes of the two institutions are distinctive in terms curriculum framework, teaching approach, and topic selection, and common challenges include implementation of bioethics courses, students’ resistance to bioethics, and limited teaching capacity, emerged as they evolve. The reported experiences revealed that there is room for improvement regarding how medical schools integrate bioethics education in regions where curriculum development remains at an early stage. At least, a bioethics education requires both top-down support from the faculty to improve teaching and educational quality, as well as from the bottom-up approach to empower students to raise awareness and concerns toward bioethics, and helps students developing reasoning through challenging issues. Keywords Bioethics . Medical education . Medical school . Curriculum development .
Faculty development . Malaysia . Hong Kong
Olivia Miu Yung Ngan and Joong Hiong Sim contributed equally to this work.
* Olivia Miu Yung Ngan [email protected]
1
CUHK Centre for Bioethics, Faculty of Medicine, The Chinese University of Hong Kong, Hong Kong SAR, China
2
Medical Education & Research Development Unit, Faculty of Medicine, University of Malaya, Kuala Lumpur, Malaysia
Ngan O. M. Y., Sim J. H.
Introduction Moral conduct in the clinical practice demonstrated through attitudes and behaviours is a transcendental element in medical education. Entering medical school as students and later becoming clinicians involves a transformative process emphasising knowledge competencies, codes of practice compliance, and moral development (Holden et al. 2015). Clinical knowledge acquisition has been the core in the medical education and establishment of virtues values through bioethics training have been underexplored in medical education. Bioethics in the Anglo-European context has developed since 1970 and has been incorporated into the undergraduate and postgraduate medical curriculum, residency training, and continuous professional education. In the Asia-Pacific region, bioethics education did not gain attention until the 1990s, and teaching deliveries remained inconsistent and less structured depending on contextual factors (Miyasaka et al. 1999). One of the common barriers in the implementation of a curriculum in a resource-constrained context is a lack of teaching capacity (t
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