Bioetika Didalam Ilmu Kedokteran

1. BioetikaDidalamIlmuKedokteran Devisi BHMP MEU – FKUSU Blok Generic Skill 2012

2. FK USU (PROSES) Pra Kuliah : Tingkat Ekonomi Budaya Agama Gaya Hidup Kehidupan Keluarga Lingkungan Dll…….. STUDENTS ( BAHAN ) DOKTER ( PRODUK )

3. ATTITUDE DOKTER ( PRODUK ) KNOWLEDGE SKILL

4. Formal Pendidikan Keluarga Non Formal Pra FK Bahan Membentuk Menggembleng Membina FK 5 STARS DOCTOR Care provider Decision Maker Communicator Community Leader Manager attitude PRODUK SIAP PAKAI Dapur Skill Bioetika & Humaniora Knowledge

5. TUJUAN PENDIDIKAN DOKTER Etika Medik / Kedokteran Hukum kedokteran Sosial Budaya Agama KIPDI I KIPDI II KIPDI III Seven Competency Area’s Bioetika & Humaniora Etik terapan / studi tentang masalah etik yang timbul atau diantisipasi akan timbul pada suatu kegiatan FK Ilmu dgn tujuan bukan untuk penyampaian informasi atau keterampilan tetapi “pengertian” atau “budaya budi”. FM Suseno

6. To be a professional or competent medical doctor, physician or health professionals; Competence Based Curriculum (CBC). • Knowledge (Cognitive) competence • Skills (Psychomotor) competence • Behavior (Attitude, Affective) competence C P A Quality development Basic standard * Under standard

7. Ethics, Biomedical Ethics, Bioethics Bioethics (HELP): (Medical) Humanities (Medical) Ethics (Medical) Law (Medical) Professional Behavior • Bioethics Education • Bioethics in Medical/ Health Services • Bioethics in Medical/ Health Research • Bioethics in Medical Health Education

8. Bioethics Education (Teaching and Learning) Across the continuum of medical education. • Undergraduate • Graduate • Clerkship/ clinical rotation • Internship • Postgraduate: • Master and doctorate programmes • Specialty and subspecialty trainings.

9. 1 2 3 4 5 6 Fig. 1. Teaching and Learning Bioethics Across the continuum in Medical Education Vertically and horizontally integrated throughout medical education and training.

10. 7 AREAS OF COMPETENCY • Effective communication • Clinical skills • Scientific basis of medical knowledge • Management of health problems • Management of information • Self awareness and self development • Ethics, morals, medico-legal aspects and profesionalism, and patient safety

11. 7. Area of ethics, morals, medico-legal aspects and professionalism, and patient safety • Have a professional attitude • Behave professionally in cooperating with others • Play a role as a member of a professional health service team • Conduct medical practice appropriately in the multicultural society of Indonesia • Comply with the medico-legal aspects of medical practice • Prioritise patient safety in medical practice

12. Teaching Bioethics in Medicine 1. Undergraduate students 2. Clerkship (Clinical Rotation), Graduate 3. Residency Training, Postgraduate 4. Medical Practitioners (CME/ CPD)

13. Bioethics in Medical Education Curriculum 2003 International standards in Medical Education (WFME) 3. (Basic, Postgraduate, CPD) Knowledge, skills, and behavior competencies Before Indonesian National Core Curriculum In Medical 2006 Education (CHS) social - behavior, humanities, philosophy, ethics and law. 2006 National Core Curriculum in Medical Education (IMC). Ethics, moral, medico - legal, professionalism, patient safety.

14. What is Bioethics/ Ethics? Ethics can be described as sub-branch of applied philosophy that seeks “what are the right and the wrong”, “The good and the bad” set of behavior in a given circumstance. Medical ethicsis defined as interdisciplinary teaching and research discipline which critically, historically and analytically identifies and examines moral and ethical aspects of (decision concerning) health care and medical research.

15. Bioethics is defined as the branch of ethics that investigates problems specifically arising from medical and biological practice. These include problems of the nature and distribution of treatment, the spare of authority of the patient, the physician, and others, the limitation of acceptable intervention and experimentation (see abortion, euthanasia), and the priority of genetic research and its application.

16. Why bioethics must/ should be taught/ trained • To enhance the ability to care for patients and families. • Applying relevant knowledge, analyzing the problems, and deciding or resolving ethical quandaries. • Bioethicists, moral philosophers, chaplains should not displace the clinical teachers.

17. What should be thought ? Clinician regularly deal with the common set of ethical issues, e.g.: truth telling, consent, confidentiality, conflict of interest, end-of-life issues, resource allocation, research ethics, etc. This modules (issues)- for introductory teaching of bioethics. What not to teach – to teach theory unrelated to cases. Clinicians want to learn the right thing to do and how to do it. Teaching bioethics materials 1) WHO – SEARO (2005); 2) UNESCO Study materials (2008); 3) Bioethics for family medicine (2005); 4) Bioethics for clinicians (series, 2000); 5) Clinical ethics for medical House Officer (1999), etc.

18. How should Bioethics be thought and assessed ? • Special courses on bioethics or integrated into traditional course. Hidden curriculum? Elective programme? • Closely linked to patient care. • At the bedside or in the clinic (out patient) • Case-based conference – practical and theoretical aspects of bioethics.

19. An approach used for case – based teaching and ethical decision-making.

20. Evaluation and assessment In-training evaluation reports Clinical performance Objective structured clinical examinations (OSCE) Multiple choice written examinations Short answer or essay questions, commonly

21. References: • Soenarto S, Padmawati RS, Mahardinata NA, and Sasongko TH, 2002. Proceeding Bioethics 2000: An International Exchange. First Ed., Yogyakarta. • Anoname, 2007. Seminar and Workshop on Teaching Bioethics for Medical Students (undergraduate), Yogyakarta, December 10-12. • WFME, 2003. WFME Global Standards for Quality Improvement: Postgraduate Medical Education-WFME Office: University of Copenhagen – Denmark. • KKI (Konsil Kedokteran Indonesia), 2006. Standar Pendidikan Profesi Dokter, Jakarta.

22. KKI (Konsil Kedokteran Indonesia), 2006. Standar Kompetensi Dokter, Jakarta. • Mc Kneally and Singer PA, 2001. Bioethics for Clinicians (series): Teaching Bioethics in the Clinical Setting. CMAJ: Apr. 17, 2001. www.cma.ca/cmaj/series/bioethics.htm • Aksoy, 2002. The Four Principle of Bioethics As Found in 13th Century Muslim Scholar Maulana’s Teachings. BMC Medical Ethics No. 3. • Helland DE, 2002. What is Bioethics? Report from a Seminar, November 2001, on Teaching Bioethics, Organized by The Nordic Committee on Bioethics. Denmark. • WHO, 2005. Health Ethics in South – East Asia. Vol. 4. Teaching Health Ethics. Resource Materials from WHO SEARO. New Delhi.

23. UNESCO, 2008. Bioethics Core Curriculum. Section 1: Syllabus Ethics Education Programme. UNESCO Version 1.0. • Bereza, M, ____Clinical Ethics Curriculum in Family Medicine Sample Teaching Module Problem Solving: Analytical Methodology in Clinical Ethics. Mc Gill University, Canada. • Singer PA and Todhill AM, 200. Bioethics for Clinicians, Continuing the Series. www.cma.ca/cmaj/series/bioethics/htm • Forrow L, Zand M, and Baden L, 1999. Clinical Ethics for the Medical House Officer: General Principles and Cases, Third Printing, January. Boston, MA. • Certified Courses on Bioethics (Humanity-Ethical-Legal-Professional Aspects), 2011. “The 1st – 5th Series”