You are here

Home » Content

LEGAL EDUCATION OF HEALTHCARE PROFESSIONALS

Journal Name:

  • Journal of Educational and Instructional Studies in the World

Publication Year:

  • 2016

Key Words:

Author Name
Abstract (2. Language): 
Emerging professional efforts focus on integration across healthcare and related professions. Medical schools are integrating legal concepts and skills, as well, using the lens of medical-legal partnership. Cases of alleged medical negligence have brought need of changes related to professional exercising regulation and patient safety. The need of educating healthcare professionals about legal issues is evident as the law defines what they can or cannot do in terms of medical practice, relationship with patients, etc. Healthcare professionals need to be conversant with the law. At the Faculty of Public Health in Medical University – Sofia, as part of the main educational programme, a course of legal disciplines has been introduced. Students and healthcare professionals have been introduced to law of public health, health care generally, and medical care specifically. The main advantage of practical education is that, compared to traditional teaching methods, it involves a different approach to the learning of law: it encompasses experiential learning.
Bookmark/Search this post with
FULL TEXT (PDF): 
PDF icon arastirmax-legal-education-healthcare-professionals.pdf
  • 1
134
140
  • English

REFERENCES

References: 

Baldwin, D.C., S.R.Daugherty, & Rowley B.D., (1998). Unethical and unprofessional conduct observed by
residents during their first year of training. Acad Med., 73: 1195-1200. 10.1097/00001888-199811000-00019.
Baldwin, D.C., S.R. Daugherty, B.D., Rowley & Schwarz M.D. (1996). Cheating in medical school: a survey of
second year students at 31 schools. Acad Med., 71: 267-273.
Cooper, R A. & Tauber AI. (2005). Viewpoint: New physicians for a new century. Acad Med., 80: 1086-1088.
10.1097/00001888-200512000-00003.
Coulehan, J. (2005). Viewpoint: today's professionalism: engaging the mind but not the heart. Acad Med., 80:
892-898. 10.1097/00001888-200510000-00004.
Cowley, C. (2005). The dangers of medical ethics. J Med Ethics., 31: 739-742. 10.1136/jme.2005.011908.
Eckles, R.E., E.M. Meslin, M. Gaffney & Helft P.R. (2005). Medical ethics education: where are we? Where
should we be going? A review. Acad Med., 80: 1143-1152. 10.1097/00001888-200512000-00020.
Green, M.J., N.J Farber, P.A. Ubel, D.T.Mauger, B.M. Aboff , J.M. Sosman & Arnold R.M. (2000). Lying to each
other: when internal medicine residents use deception with their colleagues. Arch Intern Med., 160: 2317-
2323. 10.1001/archinte.160.15.2317.
Hanson, S. (2005). Teaching health care ethics: why we should teach nursing and medical students together.
Nurs Ethics., 12: 167-176. 10.1191/0969733005ne773oa.
JOURNAL OF EDUCATIONAL AND INSTRUCTIONAL STUDIES
IN THE WORLD
June 2016, Volume: 6 Special Issue 1 Article: 19 ISSN: 2146-7463
COPYRIGHT © JOURNAL OF EDUCATIONAL AND INSTRUCTIONAL STUDIES IN THE WORLD
140
Hicks, L.K., Y. Lin, D.W. Robertson, D.L. Robinson & Woodrow SI. (2001) Understanding the clinical dilemmas
that shape medical students' ethical development: questionnaire survey and focus group study. BMJ., 322: 709-
710. 10.1136/bmj.322.7288.709.
Howitt, M. (2002) Medical Ethics. Barbados Association of Medical Practitioners Bulletin. 152.
Mattick, K, & J. Bligh (2006). Teaching and assessing medical ethics: where are we now?. J Med Ethics. 32: 181-
185. 10.1136/jme.2005.014597.
Roff, S. & P. Preece (2004). Helping medical students to find their moral compasses: ethics teaching for second
and third year undergraduates. J Med Ethics., 30: 487-489. 10.1136/jme.2003.003483.
Ruth E, J. Price & Williams G. (2003). Differences in ethical attitudes between registered nurses and medical
students. Nurs Ethics., 10: 149-164. 10.1191/0969733003ne590oa.
Sauer, J.E. (1985). Ethical problems facing the industry. Hospital and Health Services Administration. 30: 44-53.
Wolf, G. (2006). Portrayal of negative qualities in a doctor as a potential teaching tool in medical ethics and
humanism: Journey to the End of Night by Louis-Ferdinand Celine. Postgrad Med J., 82: 154-156.
10.1136/pgmj.2005.041186.

Thank you for copying data from http://www.arastirmax.com