• 대한예방한의학회지
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• 제22권2호
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• pp.13-24
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• 2018

Objectives : According to the data from the 2016 Yearbook of Traditional Korean Medicine, 10 out of 12 medical schools of Korean medicine are offering medical ethics. Medical ethics has become essential in Korean medicine education, but there has been no agreement on the content of education yet, so initial discussions are necessary with respect to the content and methods of education. Methods : In this study, basic data were collected by searching papers, reports, books, and media articles on medical ethics related to Korean medicine education, and by studying the website of medical schools of Korean medicine nationwide. Based on the collected data, the status of medical ethics lectures were determined and compared with the current state of medical ethics lectures by western medical schools. The contents suitable for medical ethics education at medical schools of Korean medicine were discussed. Results : The topics of the medical ethics include: the basic concepts of medical ethics, the ethics of birth, the ethics associated with genetics, the ethics associated with death, and the ethics regarding doctor-patient interaction, the ethics of medical research, medical rationing ethics, ethics between medical staffs, medical law and ethics, philosophical base of medical ethics, ethics of doctor as professional, and moral personality formation of doctor. The contents of medical ethics in traditional Korean medicine reflected views on the human body and life based on "Huangdi's Internal Classic"and medical ethics from the viewpoints of Buddhism and Confucianism. Conclusions : Medical schools of Korean medicine are medical training institutions, and medical ethics education is essential to become a Korean medicine doctor as professional worker, medical practitioner, and biomedical researcher. There is no fundamental difference in the basic principles of medical ethics in both western and Korean medicine, and there are differences in contents depending on the clinical practice. The contents of medical ethics on clinical practice should be modified for Korean medicine doctors, and traditional Korean medicine ethics would be set up upon that. In the national licensing examination, medical ethics needs to be added as one part so that all the ethical problems related to the clinical situation can be solved.

• 대한치위생과학회지
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• 제5권2호
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• pp.113-121
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• 2022

Background: This study aimed to create and present content that can be used in the dental hygiene ethics process to help dental hygiene students develop desirable work ethics and ethical values. Methods: In order to operate the dental hygiene ethics course in all academic systems, one three-year dental hygiene professor and one four-year dental hygiene professor participated in setting core competencies and learning goals for the dental hygiene ethics course. The class consisted of two credits, two hours of theoretical classes, and class activity sheets developed according to the learning contents and learning topics for each week that can be operated for 15 weeks. Results: The contents of the dental hygiene ethics subject were developed to be conducted as theoretical education and case-oriented discussion classes. The 15-week class consisted of a theory lecture on dental hygiene work ethics (eight weeks), discussions and presentations for ethical decisions based on actual cases related to dental hygiene ethics (four weeks), and the design and presentation of individual professional mission statements and codes of conduct (three weeks). The class data for each week consisted of four stages: "Learning goal-thinking," "open-thinking," "learning content-thinking," and "according to learning goal." Conclusions: In order to establish desirable workplace ethics and ethical values for dental hygiene students, it is necessary to approach education in a way that values understanding and application of dental hygiene practices, legal and ethical standards, ethical decision-making models, and ethical principles.

• 공학교육연구
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• 제12권1호
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• pp.31-41
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• 2009

과학기술의 발전이 가속화되고 사회에 미치는 파급력이 커짐에 따라 과학기술자의 사회적 책임 향상과 전문직 윤리에 대한 관심이 높아지고 있다. 공학분야에서는 특히, EC2000의 도입과 공학교육인증기준이 체계화와 더불어 공학윤리교육의 중요성이 강조되고 있다. 하지만 공학과 윤리의 결합은 단순히 원칙적 선언에 의해 확보될 수 없으며 교육 시스템안에서 어떻게 제도화될 수 있고 실행 가능한 지에 대한 체계적 접근이 필요하다. 이 연구는 공학윤리 교육 제도화의 전제 조건이 되는 인식의 전환과 공학의 일상적 경험에 근거한 윤리 교육이 필수적임을 주장하고 있다. 1980년대까지 확립된 공학윤리교육의 의의와 한계를 밝히면서 최근 발전하고 있는 공학윤리교육의 특성과 지향점을 살펴본다. 또한 현재 이루어지고 있는 공학윤리교육의 유형을 분석하여 각 유형별 쟁점과 특성을 분석한다. 이제 막 발전하기 시작한 우리나라의 공학윤리교육은 각 대학의 주어진 여건과 상황을 고려하여 독립형 혹은 전공결합형 공학윤리 교육을 적절히 조합하여 추진하는 것이 바람직하다. 무엇보다 공학과 공학 이외 분야의 해당 전문가들 사이의 협력 연구와 교육이 선행되어야 할 것이다.