의학전문직업성 고양을 위한 덕성 중심의 의료인 윤리 교육 모델 구축 방안 제안
A Proposal for a Virtue-based Medical Ethics Education Model for Health Professionalism
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This commentary argues that although the author of the target article correctly characterizes the contemporaryunderstanding of medical professionalism as guideline-driven, he errs in classifying negative guidelines as ‘normativeethics’ and proposing ‘positive ethics’ as an alternative. The problem with what the author calls ‘guideline-driven’medical professionalism is that it understands ethics only in terms of its ‘institutional tier,’ which is one of threerecognized tiers in ethics terminology. To respond to this problem, it is necessary to complement the ‘individual tier”of ethics, which internalizes the normativity of the first-person perspective and motivates ethical practice, with otherelements. To this end, this commentary proposes to construct a virtue-based medical ethics education model, onethat is analogous to the scientific virtue model. The construction of this virtue-based medical ethics education modelinvolves three steps: (a) developing a list of medical virtues, (b) exploring how medical virtues can be taught, and (c)holding medical virtue education workshops. Just as the scientific virtue model has proven its practical effectivenessthrough three steps, it is expected that the virtue-based medical ethics education model proposed in this article willplay an important role in overcoming the crisis in Korean healthcare.
Abstract
This commentary argues that although the author of the target article correctly characterizes the contemporaryunderstanding of medical professionalism as guideline-driven, he errs in classifying negative guidelines as ‘normativeethics’ and proposing ‘positive ethics’ as an alternative. The problem with what the author calls ‘guideline-driven’medical professionalism is that it understands ethics only in terms of its ‘institutional tier,’ which is one of threerecognized tiers in ethics terminology. To respond to this problem, it is necessary to complement the ‘individual tier”of ethics, which internalizes the normativity of the first-person perspective and motivates ethical practice, with otherelements. To this end, this commentary proposes to construct a virtue-based medical ethics education model, onethat is analogous to the scientific virtue model. The construction of this virtue-based medical ethics education modelinvolves three steps: (a) developing a list of medical virtues, (b) exploring how medical virtues can be taught, and (c)holding medical virtue education workshops. Just as the scientific virtue model has proven its practical effectivenessthrough three steps, it is expected that the virtue-based medical ethics education model proposed in this article willplay an important role in overcoming the crisis in Korean healthcare.
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