Taking the qualitative aspects we could indicate that the sensitivity of students to ethical dilemmas is mainly linked to the pedagogical dimension and not to ethics, which is why we emphasize the need to include the ethical dimension in the training of teachers. Since the answers show the effects that teacher behavior has on the teaching and learning processes, this gives us a more complete picture of the terms in which they understand the ethical dimensions of scant ethical training applied to teacher training. The great responsibility assigned to teachers to contribute to the integral formation of future health professionals justifies that we must satisfy the ethical requirements to the greatest possible degree. All this, oriented to the primary purpose of a good medical education and, consequently, to achieve virtuous professionals who exercise their professionalism with excellence for the good of patients. The exercise of teaching, at all levels, requires integrity, aptitude, knowledge, experience, respect, empathy, passion, sincerity, justice, humility, coherence, prudence and exemplariness.

Not all people are suitable to become nurses or hospital staff. People have different backgrounds and we found for example that those who have been in touch with mentally disordered persons exhibit a different attitude towards them as opposed to those who are unfamiliar with such persons.

Special thanks to Marco Antonio González Escudero. But these are vague issues: a good medical education, virtuous professionalism, and the good of patients!

I agree with Béatrice Marianne Ewalds-Kvist. More, the type of personality is not same in different clinical students!

I would say that if we want future health care professionals to be virtuous we need the following: 1) teach them about the virtues (What is a virtue? what are the virtues? What does virtuous behavior looks like in specific instances? etc.) 2) Identify clear moral exemplars and consistently use them as examples of virtuous behavior 3) Community for habit reinforcement (habituation into virtue requires communities that are ordered according to very specific ends and promote the practice of habits oriented to excellence) 4) Narrative unity of a life (you must be a good person to be a good doctor, nurse, etc. Character is comprehensive, not specific to a particular profession. Thus, supporting virtuous habits generally speaking and not only specifically in the realm of the profession is crucial).

Ultimately, I vote for medical professionals to be well-versed in the humanities. A specific curriculum for health care professionals should be integrated into the core for biomedical science majors and those in medical school/nursing school, etc. The sort of professionals we have now is a direct result of the fragmented, ultra-specialized approach to university education.

Special thanks to Lily M Abadal. Your abstractive approach provides a rational foundation for virtuous professionalism. You may please explain your notion more practically?

At first, by their object of their study, to not harm the human body but benefit it.

Besides, the learning of History of Medicine in their Medical School.

Acredito que aalém da formação no valores éticos e morais deva-se também ter em conta privilegiada os principios e práticas humanísticas e de escuta sensiva as demandas de cada um.

Complementado a respostas anterios a questõa humanística vira superar a concepção instrumentaalista que a medicina acabou abraçando como todas as demais ciências e áreas do conhecimento.

Jorge Luiz AYRES Gonzaga

Obrigado por sua resposta

Você pode explicar mais sobre métodos mais humanistas?

Thank you Dr. Theodore John Drizis

Can you explain how education of History of Medicine increases ethical or moral sensitivity of current clinical students?

in my experience and based on my erhics’ students commentarles, there is not better way to teach Ethics than the example. They.know about codes and norms but nothing is more important than their professors’ actions. In fact, in my classes i have heard about the frustration when professors teach one thing and do the opposite. They ask about the sense of the norms when some professors don’t attend them.

The History of Medicine has a chapter dedicated to the Hippocratic Ancient Greek Medicine. In this Hippocratic Medicine exist in various Hippocratic works principles of ethics as in the Hippocratic oath, precepts, ancient medicine, epidemics I and so on.

I have occasionally read that the odds of being helped by a physician did not exceed 50-50 until the rise of antibiotics in the mid 20th century. case studies of erroneous trends and their impact on individual patients seems worthwhile. So too the impact of various tools may be worthwhile. An old example is how stethoscopes diverted practitioners from listening to what patients say. There was a piece about how, over the many editions of his textbook, Osler changed what he wrote about using cool baths to lower fever. If I recall rightly, in early editions he was guarded about it and very tuned into the suffering it imposed. In later editions much of that was gone because it worked, but the effectiveness diverted his account and clues about compassion were dropped. The advice from Hippocrates to not accept hopeless patients is orth discussing as double-edged. It urges abandonment and it saves treatment from imposing damage. Case studies of iatrogenic harms may be useful. Pressure to discharge is a current example of how changes in billing and payment systems change impact on patients. Or, as some doctors now put it, how hospital structure and insurance dictate changes in care for better and for rose.

Medical students are largely adults - their ethics, or lack thereof, are largely established by the time they become medical students.

Ethics should be a selection criterion rather than remedial effort.

here's a somewhat relevant chain of discussion - addressing ethics

Article Belittlement and harassment of medical students: Remedial tr...

I agree with Phil Geis. The time that clinical students are clinical students is not only not enough for their moral transformation but also not the appropriate time to make them morally sensitized for clinical purposes.