Ethics education at the engineering/medicine interface.
There is a functioning interface between engineering and medicine. There are also wide-spread indications in the scientific community that there is increased concern for ethical matters in science and that the time has arrived for more instruction in this area. One reason for this in bioengineering is the rapidly growing complexity of technology in both engineering and medical biology. The ensuing difficulty in communication cannot be remedied just with more technical information. Instead bioengineers need an improved understanding of medical education and practice, and medical ethics is fundamental to this. Ethical considerations are crucial to decision making and therefore to all areas of professional endeavor in bioengineering. As a framework for ethics education, bioengineers need to gain a better understanding both of medical education in general and of medical practice, particularly the case study method in education and the nature of decision making in medical practice. Key subject areas in medical ethics for bioengineers include rights and duties of physicians, determination of death, team ethics, patient privacy and informed consent, research ethics, and malpractice. An ethics curriculum for bioengineers should be taught using both informal but regular exposure to clinical activities and clinicians, and formal classroom work. In the medical ethics classroom setting, writing assignments are essential to provoke each student to the introspection and commitment needed to form a personal professional ethos.
Daniels
A U
AU
University of Utah School of Medicine, Salt Lake City 84112.
D001698:Biomedical Engineering; D003479:Curriculum; D004992:Ethics, Medical / Q000193:education*