Conclusion
An overview of key recommendations in this AMEE Guide to promote student learning in ethico-legal knowledge, attitudes, and practice is presented below. Box 21 summarises the GRAPHIC ‘design’ for law and ethics in the medical curriculum.
BOX 21 The GRAPHIC frame in ethico-legal learning
contextual integration hidden curriculum professional ethics group format reflection GRAPHIC awareness/analysis
The GRAPHIC frame
This frame gathers together some of the main messages for our course organisation and delivery as follows:
• • • • • •
•
learning experiences allied to Group working; opportunities for facilitated Reflection on learning; coupling of Awareness/analysis in ethico-legal reasoning; an emphasis on Professional ethics; attention to the impact of the Hidden curriculum;
Integration of ethics and law together, as well as horizontally across specialties, and also vertically throughout the undergraduate curriculum; and
Contextual learning and assessment that is authentic to clinical situations, and connects with students’ own experiences in clinical settings.
Much has also been omitted from these pages, or only touched on in passing, that remains highly relevant to our endeavour as educators in ethics and law. For example, discussion has been left aside on dealing with the challenges that theme leaders in our field commonly experience, such as the absence of a community of colleagues in this subject area generally, or the normal segmentation of specialties in the medical school, or a gap in central administration funds for developing the course as we might wish.
Other topics not considered include imaginative ways to get law and ethics noticed and talked about in the medical school; incorporating structured e-learning and interactive resources such as virtual patients, and other innovative approaches using digital tools; approaches to interprofessional learning; what to provide in a tutor training programme; methods of course monitoring and evaluation for quality assurance; standard setting for test items; development of marking schemes; and resource implications for authoring, conducting, and grading of different types of assessments.
Guide 53: Ethics and Law in the Medical Curriculum 39
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