Difficulties And Solutions In Morality Education For Medical Students

The duty of medics is to help the dying and cure the sick, whose health is relatedto the morality of the doctors. Morality education for medical students, who are to befuture medical practitioners, is increasingly concerned in modern society. Our countryis seeing a new round of edictal revolution as well as obstacles. It is thus inevitable toanalyze those issues and seek for functional solutions.In this paper, we study the history of medical morality education, dissect theproblems within and present solutions. There are four parts included:Part One: Introduction. First, we characterize the background of our researchfrom a) the decline of doctors’ virtue as a social background and b) the problems invirtue education for medical students as an educational background. Second, byscanning materials, we conclude current research situation of international medicalmorality education. Third, we import three methods-literature researching,comparative analyzing and linking theory with practice. Fourth, we define the termsof morality, professional morality, medical morality and medical morality education.Part Two: Analyzing the evolution of morality education for medical studentsand concluding its formation and development. Medical morality in our countrywalked through three stages. a) The starting stage of the benevolent loves otherstheory which affected medical morality education at primitive age when preliminaryvirtue norms were formed; b) The developing stage of the revolutionaryhumanitarianism which was influenced by Mao’s opinion on medical morality whenculturing students’ revolutionary humanitarianism was emphasized; c) Furtherdeveloped stage of Reverence for life, when people commence to respect and care lifewhilst medical morality education begin to think more about respecting and reveringlife. Part Three: Analyzing obstacles of morality education for medical students. Wesee this in environment, content and methods of medical morality education. First, welack positive environment: decline of medical students’ morality with medical realmcommercialization, tense doctor-patients relationship caused by the trend of medicaltreatment materialization, and emphasis of techniques induced a lack of campushumanity. Second, we are to improve contents of medical morality education: lack ofsuccession and capability of manipulation and humanity, focusing more on forgingpersonal virtue while regarding less on judgment, resulting students’ confusion andinability of making correct choice in specific medical morality dilemma. Third, weshould change the method that odd education method leads shortage of diversity andcontinuation.Part Four: Putting forward solutions to enhance moral education of medicalstudents. First, improve environment of medical morality education by a) creating apositive situation for moral education via carrying out further medical revolution,increasing public welfare of hospital and promote doctors’ morality; b) strengthensurveillance and administration from media to push doctor-patient relationship toguarantee a favorable educational environment; c) laying more emphasis onenvironmental construction in medical schools to establish campus humanity. Second,enrich the content of medical morality education. Besides inheriting traditionalmedical morality such as professional devotion, broad mind and concrete socialattitude from ancestors, one should pay more attention on moral training includingresponsibility, sympathy and moral judgment. Third, change the way of moraleducation. Bust the hurdles in medical morality education by theory training in class,clinical practice and model demonstration.