부산대학교 도서관

ethics have to be taught to medical students. Teaching aims focusing on ethical reflection and practical skills are an important part in this new subject. This article reports how medical ethics can be taught in a case based, non-frontal way in order to train the ethical competencies and shape the attitudes of our future physicians. Therefore we have compiled curricular aspects, learning targets, paedagogic and didactic principles and technical requirements of 220 seminars on "Ethical Conflicts in a Physician's Daily Routine" that were conducted by the Study Group: Ethics in Medicine of the University of Ulm.Results/Discussion/Recommendations: We try to realize our broad learning target "ethical competence" by investing into extensive seminar preparations and performance. The use of methods derived from modern education science and didactics is paramount (e. g. orientation towards learning targets, motivation of participants, transparent teaching, complex education architecture). To ensure the teaching quality, our moderators must be educated and continuously qualified in paedagogics, didactics and medical ethics. The evaluation of our seminars is, apart from being a database for our research interests, a powerful means of feed-back and serves for securing our teaching quality. An early education continuing over the whole curriculum in medical ethics is, however, barely possible due to its enormous need in staff.