BOX 1
Practice Points from each section 1. Managing
• Establish the primary purpose of student learning in medical law and ethics.
• Understand the educational context of your course.
• Select from pragmatic, embedded, and theoretical approaches.
• Weigh the options for integrated or modular structures. • Give attention to the interplay of ethics and law.
2. Clarifying
• Address the cognitive, affective, and psychomotor domains of learning in your course design.
• Anticipate that your students and colleagues will have many different ideas of ethics in medicine.
• Approach ethics in terms of practical reason. • Maintain the linkage between ethics and law.
3. Constructing • Consider a design for your course based on professional ethics in medicine.
• Reinforce your design with a suitable frame for student learning around the key emphases.
• Highlight everyday, theory-based, habits, intentions, consequences, and society elements of your course.
4. Mediating
• Help your students and the educators in the medical school make sense of the course design in ethics and law.
• Present your course in meaningful alignment with the wider curriculum in the medical school.
• Devise a coherent humanistic scheme for your course in terms of body, person, and community of practice.
5. Assessing • Make learning the goal of assessment in ethics and law.
• Index the content and form of assessment to the content and delivery of the course.
• Match assessment methods with the competencies being tested.
• Be mindful of the conceptual limitations of learning outcomes and constructs in ethico-legal education.
• Enhance quality through a range of assessment methods.
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Guide 53: Ethics and Law in the Medical Curriculum
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