Education, the main factor that stimulates formal ethical development

Education, the main factor that stimulates formal ethical development

• You have to learn to listen to the patient, be tolerant and assess whether a solution improves the patient’s quality of life, said Irene Durante Montiel
• Ethics is not to find culprits, but solutions: Ana Barahona Echeverría

Between the ages of 20 and 30, he said, the individual develops problem-solving strategies that promote changes in their person and are useful in dealing with and resolving moral and ethical conflicts. “Our students are right at this point.”

The main factor that stimulates formal ethical development is education, especially when the process leads the individual to face disagreements from a universal perspective, explained the expert in front of the coordinator of the University Seminar of History, Philosophy and of Science and Medicine Studies (SUHFECIM) and member of the UNAM Board of Directors, Ana Barahona Echeverría.

During Montiel, he gave a lecture on the subject in the Ethical Reasoning in Medicine cycle, organized in a hybrid way by SUHFECIM and FM.

In the auditorium, Dr. Raoul Fournier Villada said that in this context, the degree of development and training is directly proportional to the number of years of formal education, especially at the higher level.

“Effectiveness of ethics training intent is achieved when intent is directed toward the recognition, attention, and resolution of ethical conflicts through activities that lead to reflective and reasoning processes,” a assured to the moderator Mario Cruz Montoya, head of section. in the Coordination of Fundamental Sciences of the FM.

Among the main dilemmas for physicians are attacks on the autonomy of the patient; inexperience, rudeness or lack of sensitivity; right to information issues; medical error; professional irresponsibility and medical error, he stressed.

The specialist defined virtuous reasoning as the ability of thought or intellectual process that we use to organize and structure ideas, which allows us to come to a conclusion in terms of medical ethics.

He recalled that decision-making in medicine shows the legal and ethical responsibility of the professional, and considered that when caring for the patient, the risks must be assessed and the problem solved. “You have to learn to listen to the patient, be tolerant and assess whether a medical solution improves the patient’s quality of life.”

In treating a particular problem, the physician must first characterize the challenge, include medical perspectives, and base his decision accordingly. To identify options, he recommended observing, seeking more information before deciding on an intervention and performing the treatment.

According to Durante Montiel, it is essential to weigh the consequences (if it improves the patient’s quality of life and health, or produces undesirable side effects), as well as to establish the impact of resolution choices (if it solves the need of the patient and your family, if it is in accordance with professional ethics and if it complies with the applicable institutional or legal regulatory framework).

Commenting on the conference, Barahona Echeverría stressed the importance of understanding that ethics is not about finding culprits, but finding solutions.

“I think it is very important that medical students understand that the doctor has certain principles that he must follow: do no harm and be able to provide solutions based on medicine and ethics, because the two components are essential”, he underlined.

And he concluded: Teaching subject matter reasoning is imperative for health professionals to know how to make informed decisions.



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