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김옥주 ( Kim Og Ju ) 밴쿠버기독교세계관대학원 2003 통합연구 Vol.16 No.1
In Korea, medical ethics education started in the late 1980s in a few medical schools. After the year of 2000 when doctors` strikes occurred, the importance of ethics education to medical students has been emphasized. In 2001, 39 out of 41 medical schools(95%) offer medical ethics courses and other related courses. This paper examines current situation of medical ethics education in Korea to have an overview on contents, class hours, goals, objectives, and learning methods. Compared to medical schools in the United States, Korean medical schools provide fewer medical ethics courses and allotted less time to the courses. Each medical school developed goals and time to the courses. Each medical school developed goals and philosophy of each school. Lectures in a large classroom are the most prevalent teaching method. Lack of specialists in medical ethics education is one of the most serious problems. Deficiency of teaching staffs, facilities, and support from the school hinder introduction of diverse teaching methods to medical ethics education, such as small group discussion, case-based study, and tutorials. The author suggests possible approaches in medical ethics education including casuistry, literature and ethics, principalism, and virtue ethics. Lastly, the author emphasizes the importance of role model, professionalism, social responsibilities of medical professionals for internalizing ethics as virtues of physicians.
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