Features of the use of the ethical assessment and the ethical review in medical education: Problems and opportunities
Abstract
This article examines the application of humanitarian expertise, specifically ethical review, within medical education, positioning it among other evaluative procedures prevalent in medicine and education. The interdisciplinary nature of ethical review facilitates the integration of methodologies and theoretical frameworks from diverse scientific, humanitarian, and social disciplines. This study aims to substantiate the significance and efficacy of this review process, which utilizes specific technologies to address interpersonal, moral, and ethical dilemmas encountered during the instruction and character formation of medical students. Furthermore, it provides tangible narratives through instructional cases, which will subsequently help them in their medical practice. Ethical review can be readily integrated into the framework of evidence-based medicine paradigms, thereby allowing medical students to become acquainted with professional practice during their education. Like all evaluative mechanisms, it operates within defined parameters and constraints. This work delineates the requisite competencies for both expert and non-expert participants, acknowledging their roles as morally account able agents. Stringent requirements are obligatory for the expert, a physician-educator, who bears ultimate responsibility for educational outcomes, knowledge acquisition, and the moral cultivation of students, including the development of empathetic behaviour towards patients. The ethical assessment can be carried out by the medical teacher himself, but it is difficult to do this objectively, so the article considers the mechanism of ethics expertise. The ethics of the expertise is carried out by an authorized third party, which evaluates the teaching activities of the medical doctor-teacher, using for conducting Ethical expertise. Used theories and methods: metaethics, franchising, theory Social contract.