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TEACHING BIOETHICS & MEDICAL HUMANITIES for MEDICAL STUDENTS in Indonesia Case of Gadjah Mada

TEACHING BIOETHICS & MEDICAL HUMANITIES for MEDICAL STUDENTS in Indonesia Case of Gadjah Mada. Soenarto Sastrowijoto CENTER FOR BIOETHICS & MEDICAL HUMANITIES Faculty of Medicine Gadjah Mada University Yogyakarta December 2005. INTRODUCTION.

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TEACHING BIOETHICS & MEDICAL HUMANITIES for MEDICAL STUDENTS in Indonesia Case of Gadjah Mada

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  1. TEACHING BIOETHICS & MEDICAL HUMANITIESfor MEDICAL STUDENTS in IndonesiaCase of Gadjah Mada Soenarto Sastrowijoto CENTER FOR BIOETHICS & MEDICAL HUMANITIES Faculty of Medicine Gadjah Mada University Yogyakarta December 2005

  2. INTRODUCTION • International Standard in Basic Medical Education (WFME, 2003) 1) Competence – based curriculum (Knowledge, skills, attitude/behaviors/ ethics • Development of Science & Technology : New technology and New techniques – economics issues – ethical problems (Fig.1) • Medical practice – Clinical decision making : scientific, ethics, legal and humanities based.

  3. INTRODUCTION • The limit number of Human resources for Bioethics teaching  policy issues ! • Share experiences among countries in teaching bioethics for medical students • What kind of policy should be developed related to HR capacity building (in Bioethics and Humanities) • Education / Teaching / Training on Bioethics and Humanities to improving HR competencies (cognitive, psychomotor, affective) in Bioethics and Humanities

  4. Medical Education • Education Standards • Medical Education Standards MD “Stake holders” • Medical Care Standards • Medical Practice Clinical Decision Making • Scientific (EBM) • Ethics (Moral principles) • Legal (Act, Regulation) • Humane • Quality Assurance (Jaminan mutu) • Social Accountibility

  5. New Biomedical Sciences New Technology (Recombinant – DNA Technology) Methods of Medical SCIENCES Methods of Medical Sciences - TECHNIQUES Drugs Devises Physical Setting Scholar Physicians Medical Technology INDUSTRY Economics of Medical Care ETHICAL ISSUES

  6. INDONESIAN EXPERIENCE • National Core Curriculum, Teaching Ethics I - Various (before 1993) – Medical Care/ Service II - Humanities (1993) – Sensitive to Socio Economic, Culture, Anthropology, Religion, etc III - Bioethics & Medical Humanities (1997) – Combined • Teaching Strategy - Conventional – senior lecturers – role Model - Structured lectures - Innovative/hybride/PBL • Hidden Curriculum in Bioethics

  7. UGM EXPERIENCE • Before 1993 - Nat. Core. Curric. I - Senior lecturer 1993 - Nat. Core. Curric. II - Humanities (12 Credit) Team teaching 1993 - Bioethics & Medical Humanities Structured – Team teaching – lectures Semester 1 - Ethics & Law I (one credit) 2 - Social Medicine I (two credits) 3 - Behavioral medicine I (one credit) 4 - Medicine Philosophy (two credits) 5 - Behavioral Medicine II (one credit) 7 - Behavioral Medicine III (one credit) Teaching Strategy : Conventional lecturing

  8. 2002 - UGM started PBL and Student Centered Curriculum Bioethics and Medical Humanities is in Block VI at the end of year I (Fig. 2) - The Topic Tree (Fig. 3) Block VI consisted of 3 Modules : Bioethics, Medical Behavior, and Medical Law. Each of modul – some learning units for SGD • WHO Searo - Material for Bioethics teaching (WHO – SEARO) - Field studies (India, Thai, Indonesia, etc) - Results - accepted, sincronized with the local issues. - case studies (learning unit) of Block VI should be renewal continuously

  9. Fig. 2

  10. Fig. 3

  11. DISCUSSION • By time, teaching Ethics for undergraduate medical students developed appropriately. • Development of Contents (ethics, bioethics & medical humanieties, (attitude behavior, ethics, law, civics & religion) ; teaching strategies, conventional to innovative (student – centered and PBL) ; faculty member capability (degree programme, Master & Doctoral, training, workshop, scientific meeting) • Workshop and trainings WHO and UNESCO, or others strengthening Medical Health Institution – Educations. • In Indonesia the “National Networking for Bioethics and medical Humanities” was established in 2000, with their National Scientific Conference each two years, also strengthening, Teaching Bioethics.

  12. CONCLUSION • The effort of the Educational institution in ballancing of knowledge, skills and attitude/ behavior / ethics teaching should be continuously renewed. • Sharing experience in teaching bioethics and medical humanities could be regularly carried out through networking / partnership/collaboration activities, among institutions/ countries • National policy should be developed ! Related to Bioethics and Humanities experts, for services, research and education

  13. THANK YOU

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