There is a diversity of 'ethical practices' within medicine as an institutionalised profession as well as a need for ethical specialists both in practice as well as in institutionalised roles. This Brief offers a social perspective on medical ethics education. It discusses a range of concepts relevant to educational theory and thus provides a basic illumination of the subject. Recent research in the sociology of medical education and the social theory of Pierre Bourdieu are covered. In the end, the themes of Bourdieuan Social Theory, socio-cultural apprenticeships and the 'characterological turn' in medical education are draw together the context of medical ethics education.

Offers a social perspective on medical ethics education (MEE) Provides a broad frame for a social understanding of MEE as part of professional socialisation Remind the reader of the diversity of 'ethical practices' within medicine as an institutionalised profession Includes supplementary material: sn.pub/extras

Texte du rabat

There is a diversity of ethical practices within medicine as an institutionalised profession as well as a need for ethical specialists both in practice as well as in institutionalised roles. This Brief offers a social perspective on medical ethics education. It discusses a range of concepts relevant to educational theory and thus provides a basic illumination of the subject. Recent research in the sociology of medical education and the social theory of Pierre Bourdieu are covered. In the end, the themes of Bourdieuan Social Theory, socio-cultural apprenticeships and the characterological turn in medical education are draw together the context of medical ethics education.

Contenu
CHAPTER 1: SOME RELEVANT CONCEPTS.- 1. INTRODUCTION; 1.1 FORMAL AND INFORMAL EDUCATION.- 1.2 ACQUISITION AND PARTICIPATION.- 1.3 SOCIALISATION AND ENCULTURATION.- 1.4 ON REFLECTION.- 1.5 METACOGNITION .- 1.6 LEARNING TO TALK, LEARNING TO THINK: THE DIALOGICAL NATURE OF SOCIO-CULTURAL LOCATED ARGUMENTATION.- 1.7 CONCLUSION.- CHAPTER 2: SOCIOLOGICAL PERSPECTIVES ON MEDICAL EDUCATION.- 2. INTRODUCTION.- 2.1 THE SOCIAL THEORY OF PIERRE BOURDIEU.- 2.2 CRITICAL SOCIOLOGIES OF MEDICAL EDUCATION.- 2.3 THE COGNITIVE (MEDICAL) HABITUS NEEDS (ETHICAL) THINKING DISPOSITIONS.- 2.4 CONCLUSION .- CHAPTER 3: MEDICAL ETHICS AS AN ASPECT OF MEDICAL EDUCATION: A UK PERSPECTIVE.- 3: INTRODUCTION: THE RISE OF MODERN MEDICAL ETHICS IN THE UK.- 3.1: 1993S TOMORROW'S DOCTORS IN CONTEXT.- 3.2 UK MEDICAL ETHICS EDUCATION PRE-TOMORROW'S DOCTORS.- 3.3 UK MEDICAL ETHICS EDUCATION POST- TOMORROW'S DOCTORS.- 3.4 CONCLUSION .- CHAPTER 4: PROF W.G. IRWIN: A CASE STUDY IN THE DEVELOPMENT OF MEDICAL ETHICS EDUCATION IN THE UK.- 4: INTRODUCTION.- 4.1 PROF W.G. IRWIN'S DEVELOPMENT OF ACADEMIC GENERAL PRACTICE. - 4.2 TEACHING TERMINAL CARE: A FIRST FORAY INTO THE ETHICS OF MEDICINE.- 4.3 PROF WG IRWIN AND THE WARNOCK COMMITTEE.- 4.3 THE DEVELOPMENT OF MEDICAL ETHICS EDUCATION BY PROF W.G. IRWIN AND COLLEAGUES. - 4.5 CONCLUSION.- CHAPTER 5: MEDICAL ETHICS EDUCATION FROM A SOCIO-CULTURAL PERSPECTIVE.- 5: INTRODUCTION. - 5.1 THINKING AS PRACTICE: A SOCIO-CULTURAL PERSPECTIVE ON MEDICAL ETHICS EDUCATION.