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"Doing" Ethics
- Case Presentations and Role Plays (2010 - 2011)
As part of their Med II medical ethics course, students were asked to come prepared to present a case which is an example of either “humane doctoring”, “inhumane doctoring” or one that poses an ethical dilemma that needs to be resolved. The case should be one which you they encountered on the wards (during their OPD rounds, while shadowing a physician, or from personal experience). During the sessions, students lively presented their cases in groups and some engaged in role play. Engaging student in role play furthers active learning while students and audience enjoy themselves. In addition, medical faculty were present to give their feedback and comments and the cases that were presented. Students found this exercise to be very useful: Below are some comments:
“I did find these sessions quite useful. Applying what we learn by contextualizing it is the best way to learn something so in that regard I found the session beneficial.”
“I found the assignment useful. It allowed me to review the concepts of medical ethics & to identify them in real life situation. We found it easy and straight forward. It was also fun”.
“I found this exercise useful in that it allowed us to look at the case in a different perspective, not from a superficial way; that is, when we tried to dissect it into the four principles of humane doctrine and acted it in front of the class, we even become more aware of how a "good" physician must interact and communicate with his physicians in a non-condescending manner and how to respect their rights to know the truth and to choose the mode of treatment. Personally, the only remark which I want to share is the lack of time because we were restrained by our busy schedule and did not find the adequate amount of time to better prepare for the presentation and play”.
“I have found this exercise to be very nice and useful mainly because I got to see while working on my project and when I listened to others about the different approaches people have when handling issues that have to do with medical ethics”.
“I found the exercise to be very useful and helpful. First if all on an academic level we really had to discuss the ethical principles, down to their essence to see where they really fit in the different scenarios.
It was also helpful to see the pitfalls of practicing physicians. and the patients experiences in the process. It opened my eyes to the appalling breaches taking place. It feels like a future preventative measure against any unethical principle i might unintentionally breach”.
  
- Med II Sudents Medical Ethics SPEC Activities (2009 - 2010)
In 2010, Students of Med II discussed complex medical ethics cases during Student Centered Problem Based Experiential and Collaborative Learning (SPEC) sessions and reported how they would deal with these ethical dilemmas to their colleagues using posters of their making during class. The class was divided into 8 groups and each group was given a different complex medical case with a moral dilemma. Groups were given 15 minutes to discuss the case and a student and 10 minutes to report on the case to the class. The discussions were lively and full of debates. Beauchamp and Childress principles of medical ethics were used as well as Sigler’s and Jonsen’s four boxes approach to a clinical dilemma.
  
  
  
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