decision making (for example the patient, the patient’s family, colleagues and healthcare team members), and those of society in general. They would be aware of the influence of all these matters, and of their own interactional style, on ethical decision making.”


While the relative proportion of learning in awareness and learning in analysis will vary with the stage of the course (Box 3), early clinical experience introduced from the beginning is significant for later professional learning (Goldie, 2008). This is an important factor in counterbalancing the “ethical erosion” that can occur during the clerkship years (Feudtner et al., 1994), reflecting a desensitising process of “moral levelling” (Cordingley et al., 2007). Another variable in awareness and analysis education is the extent to which the individual learner may be bound by a need for facts and definitive answers (Hundert et al., 1996).


BOX 3 Relative proportion of ethico-legal awareness and analysis in the course


awareness education


earlier


analysis education


later


If we adopt the curriculum aims of awareness and analysis in connection with ethico-legal reasoning, then allied to this will be the purpose of developing these capacities in our students, which is their ethico-legal performance in clinical practice. The three learning domains of the cognitive, affective, and psychomotor, therefore, are central to our educational goals, and will be discussed further in the chapters ahead.


Understanding the educational context


Priorities that immediately come to mind on considering the way ahead were listed earlier in this chapter. Box 4 expands on these with some practical questions.


The three learning domains of the cognitive, affective, and psychomotor,


therefore, are central to our educational goals.


Guide 53: Ethics and Law in the Medical Curriculum


5


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