Framing Medicine as a Moral Practice: An Introductory Medical School Course.

Autor:	Allos BM; B.M. Allos is associate professor of medicine, Division of Infectious Diseases, and director of the microbiology and immunology course for first-year medical students, Vanderbilt University School of Medicine, Nashville, Tennessee. E.A. Yakes is associate professor of medicine, Vanderbilt University School of Medicine, Nashville, Tennessee. A. Fleming is associate professor of pediatrics and associate dean for medical student affairs, Vanderbilt University School of Medicine, Nashville, Tennessee. W.B. Cutrer is associate professor of pediatrics, director of learning communities, and associate dean for undergraduate medical education, Vanderbilt University School of Medicine, Nashville, Tennessee. M. Pilla is professor of clinical anesthesiology, Vanderbilt University School of Medicine, Nashville, Tennessee. W. Clair is associate professor of medicine, Division of Cardiology, Vanderbilt University School of Medicine, Nashville, Tennessee. M. Fowler is associate professor of medicine, Division of Endocrinology, Diabetes and Metabolism, and director of clinical skills development in undergraduate medical education, Vanderbilt University School of Medicine, Nashville, Tennessee. B. Miller is senior associate dean for health sciences education and executive vice president for educational affairs, Vanderbilt University School of Medicine, Nashville, Tennessee., Yakes EA, Fleming A, Cutrer WB, Pilla M, Clair W, Fowler M, Miller B
Jazyk:	angličtina
Zdroj:	Academic medicine : journal of the Association of American Medical Colleges [Acad Med] 2018 Sep; Vol. 93 (9), pp. 1310-1314.
DOI:	10.1097/ACM.0000000000002301
Abstrakt:	Problem: The transition into medical school represents a time of profound professional development for medical students. Many medical schools manage this transition with brief orientations followed by abrupt moves into the anatomy laboratory. Recognizing that early introduction of key humanistic concepts could have a lasting impact on students' attitudes, faculty at the Vanderbilt University School of Medicine created the Foundations of the Profession (FoP) course to frame medicine as a moral practice. Approach: The FoP course, offered annually since 2012, occurs during the first week of medical school. Using coronary artery disease with a chief complaint of angina as a core example, teams of students create variations of five hypothetical patients and walk them through potential care episodes. This allows students to compare the impact of many factors on a provider's ability to uphold fundamental professional obligations. Students engage in readings, lectures, small-group discussions, clinic visits, and research on insurance plans. Faculty engage with students in small groups and establish a safe environment for discussion of challenging moral dilemmas. Outcomes: From 2013 to 2016, 356 (97%) of the 368 first-year medical students who took the course submitted summative course evaluations. Of the respondents, 349 (98%) indicated they believed the course contributed to their professional development and supported their learning. Next Steps: Future iterations of this course may include increased exposure to key educational faculty to solidify the formation of a moral scaffold on which to build subsequent knowledge.
Databáze:	MEDLINE
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