Medical students and doctors are trained for their clinical skills in order to treat the patient for reducing the prevalence of chronic disease (Carrese et al. 2015). However, accumulated study considered that there is a certain ethical dilemma that lowers the benefit of treatment for the patient. This paper will illustrate various aspects of ethics in medical education in the following paragraphs.
Participations of the medical students in patient care is an essential of medical education. Although doctors are a critical part of the society, the ethical dilemma arises from the clinical procedures resulted in the disadvantages for the patient as well as doctors. A study by Truog et al. (2015), suggested that in the current system of medical education, medical students take part in the patient-centric care which might subjected patients to psychological, physical, and other risks sometimes without their informed consent. Therefore, an ethical dilemma arises in providing patient-centric care. There are four principles of ethics and ideally, medical practice is considered ethical if it respects all of these principles.
Western philosopher argued that human being has inherited personal dignity that needs respect for own sake (Jones et al. 2017). A study by Champney et al. (2018), suggested that current medical practices do not always accord adequate respect for the patient. Therefore, the first principle of ethics is respecting individuals. When the patient is the object of the medical education, respect should be given to personal opinion and meaningful consent should collect from the patient in order to exercise ethical practices (Carrese et al. 2015). Patient must be fully informed of the treatment procedures and participation of medical procedure. The fundamentals principle of ethics in medical practices is beneficence (Jones et al. 2017). The fundamentals of beneficence consists of a range of obligations for promoting the welfare, which range from negative for not doing harm to positive for benefiting patient (Harriss, MacSween and Atkinson 2017). Therefore, this principle of ethics demands development and maintenance of skills and knowledge for benefit of the patient considering individual circumstances of all patients. The third principle of ethics in medical practice is distributive justice. Since the burden of medical education is not distributed properly which creates an ethical dilemma, benefit from new experiments and treatment should be distributed equally amongst all group in society. The fourth principle of ethics is Non-maleficence (Jones et al. 2017). According Champney et al. (2018), an ethical dilemma arises when specialists are performing any operation on a human subject or for research purpose use human subject. Non-maleficence stated that procedure does not harm the patient involved or others in society for the purpose of medical research or treatment, which can give rise to physical and mental health issue (Jones et al. 2017).
Thus, it can be concluded that considering medical ethics are crucial for providing the greater good of society. Therefore, the participation of all medical educators and students in the medical research and treatment procedure must be according to the ethical principles. Otherwise, the ethical dilemma arising the clinical field will give rise to public health issues and the global burden of the disease.
Carrese, J.A., Malek, J., Watson, K., Lehmann, L.S., Green, M.J., McCullough, L.B., Geller, G., Braddock III, C.H. and Doukas, D.J., 2015. The essential role of medical ethics education in achieving professionalism: the Romanell Report. Academic Medicine, 90(6), pp.744-752.
Champney, T.H., Hildebrandt, S., Gareth Jones, D. and Winkelmann, A., 2018. BODIES R US: Ethical Views on the Commercialization of the Dead in Medical Education and Research. Anatomical sciences education.
Harriss, D.J., MacSween, A. and Atkinson, G., 2017. Standards for ethics in sport and exercise science research: 2018 update. International journal of sports medicine, 38(14), pp.1126-1131.
Jones, D.G. and King, M.R., 2017. Maintaining the anonymity of cadavers in medical education: Historic relic or educational and ethical necessity?. Anatomical sciences education, 10(1), pp.87-97.
Truog, R.D., Brown, S.D., Browning, D., Hundert, E.M., Rider, E.A., Bell, S.K. and Meyer, E.C., 2015. Microethics: the ethics of everyday clinical practice. Hastings Center Report, 45(1), pp.11-17.