Creating Space for Feminist Ethics in Medical School
Creating Space for Feminist Ethics in Medical School
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DOI：
10.1007/s10730-020-09403-x
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发表时间：
2020-03-27
期刊：
影响因子：
1.5
通讯作者：
Feinsinger, Ashley
中科院分区：
文献类型：
--
作者：
Campelia, Georgina D.;Feinsinger, Ashley
除了临床实践，医学院现在面临着越来越多的理由来审查非传统的伦理方法。越来越多的人意识到压迫系统及其对受训者，患者，专业人员和一般医疗保健的影响，正在将医学课程推向一个陌生的领域。虽然整个医学院都有空间来解决这些问题，但伦理课程很好地定位于探索新的教学方法。女权主义伦理学长期以来一直致力于解决压迫制度和更广泛的权力结构。它的一些既定概念可以提供独特的价值，因为医疗气候的变化和适应，以提高对边缘化个人和群体的经验的认识。在这篇文章中，我们提供了一套从女性主义伦理学的概念，有一个基本的作用，在医学院的课程：关系，关系的自主性和认识的正义。虽然这些概念并不详尽，但它们可以与医学院历史上奠定伦理教育基础的概念（如自主权和善行）一起教授。最终，我们认为，这些概念在伦理课程中具有特殊的价值，因为它们使主流伦理方法多样化，直接解决医学压迫系统的普遍性，并认识到标准方法中可能被边缘化的声音和关注。
Alongside clinical practice, medical schools now confront mounting reasons to examine nontraditional approaches to ethics. Increasing awareness of systems of oppression and their effects on the experiences of trainees, patients, professionals, and generally on medical care, is pushing medical curriculum into an unfamiliar territory. While there is room throughout medical school to take up these concerns, ethics curricula are well-positioned to explore new pedagogical approaches. Feminist ethics has long addressed systems of oppression and broader structures of power. Some of its established concepts can offer distinct value as medical climates change and adapt in response to increased awareness of the experiences of marginalized individuals and populations. In this essay, we offer a set of concepts from feminist ethics that have a fundamental role to play in medical school curriculum: relationality, relational autonomy, and epistemic justice. Though these concepts are not exhaustive, they can be taught in tandem with the concepts that have historically grounded ethics education in medical school, such as autonomy and beneficence. Ultimately, we contend that these concepts hold particular value in ethics curriculum insofar as they diversify mainstream ethical approaches, directly address the pervasiveness of systems of oppression in medicine, and recognize the voices and concerns that may be marginalized in standard approaches.