Summary


There are different approaches to bringing a coherent humanistic scheme to the content and structure of your course as ways of mediating learning in ethics and law within the wider medical curriculum.


A scheme predicated on the boundary of ‘body’ is conducive to case- based learning in ethics and law organised around the structural hierarchy of systems, or around stages of the life cycle. A scheme predicated on the boundary of ‘person’ can engage the wealth of ethico-legal resources available to us in the humanities, or in the area of human rights. A scheme predicated on the boundary of ‘community of practice’ locates ethics and law in campus-based professional studies, or in clinical contexts through the legitimate peripheral participation of medical students in situated learning.


A coherent and communicated humanistic course scheme is less likely to appear as an arbitrary miscellany of course topics and learning experiences. Helping the students and also the other educators in the medical school to make sense of how the ethics and law course fits together is essential for its effectiveness, including their grasp of not only why it contains particular learning outcomes but also why the learning is organised in a particular way. In addition it is a highly efficient means of integrating the course with the rest of the curriculum, and reinforces the important understanding that ideas of ethics and law are interior to ideas of clinical practice, rather than being a subject area extraneous to medicine or an abstract, theoretical discourse remote from the context of patient care. Lastly, each of the three schemes is appropriate to the professional ethics frame proposed in the previous chapter.


There are different approaches to bringing a coherent humanistic scheme to the content and structure of your course as ways of mediating learning in ethics and law within the wider medical curriculum.


Guide 53: Ethics and Law in the Medical Curriculum


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