Summary


The arc of this AMEE Guide began with the initial tasks that a recently appointed theme co-ordinator in ethics and law would wish to prioritise while also contemplating the higher-order dimensions of course management. These entail clarifying the overall aim of educating our students to become ethical doctors in their clinical practice, defining the proximate goals in terms of course outcomes, choosing an appropriate strategy to shape the underlying course design, selecting the ethico-legal content to be included, and planning its delivery through suitable instructional methods according to a relevant conceptual frame, such as professional ethics, and mediated through a coherent humanistic scheme.


This concluding chapter completed the educational circuit by highlighting some key factors in approaching assessment arrangements that, together with requirements for course evaluation, have to be factored in from the outset. In particular, these relate to the function of assessment for learning, the reciprocal interaction between the content and form of testing, and the implicit theoretical positions on the nature of curriculum outcomes for law and ethics in medicine. Finally, different types of learning outcomes discussed in the literature were matched with relevant assessment tools.


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Guide 53: Ethics and Law in the Medical Curriculum


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