Abstract
This article was migrated. The article was not marked as recommended. In today's healthcare world it is important to equip medical students with the knowledge, challenges and solutions to handle ethical dilemmas. Whilst there is no recommended format for how medical ethics should be taught it is recognized that students prefer a learner-centred approach. In a new medical college within the United Arab Emirates a simulation based medical education approach was adopted for first year, semester one medical students to support the taught theoretical underpinnings. Simulation scenarios which focused on the main ethical principles as well as the Islamic principles particularly in relation to the beginning and end of life were developed. Students were exposed to a variety of scenarios and were required to interact with standardized patients. Feedback from the students showed that 100% of them were in agreement that the simulation scenarios helped to support the theory taught in class. Simulation based medical education has the opportunity to enhance the undergraduate medical curriculum as well as to raise awareness of ethical dilemmas that students will face when qualified.
Highlights
Medical ethics is a fundamental component and an essential facet of healthcare. It has only been in the last 30 years that teaching medical ethics has been formally included within the medical curriculum following the Pond Report (1987) and the publication of Tomorrow’s Doctors (1993)
New graduates need to understand and possess high personal and professional values and comprehend the ethical and legal issues that can arise through the practice of medicine (General Medical Council 2009)
In addition focused on truth-telling, duty of care, professionalism and addressed components of ethics in Islam with regards to the Islamic Principles, Islamic Fiqh and general Islamic teachings focusing on the beginning and end of life
Summary
Medical ethics is a fundamental component and an essential facet of healthcare It has only been in the last 30 years that teaching medical ethics has been formally included within the medical curriculum following the Pond Report (1987) and the publication of Tomorrow’s Doctors (1993). New graduates need to understand and possess high personal and professional values and comprehend the ethical and legal issues that can arise through the practice of medicine (General Medical Council 2009). They need to care for their patients in a fair way respecting their patient’s autonomy and rights and maintaining their dignity (Stirrat et al 2010)
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