Psychosomatics 46:440-450, October 2005
doi: 10.1176/appi.psy.46.5.440
© 2005 Academy of Psychosomatic Medicine
Bioethics Principles, Informed Consent, and Ethical Care for Special Populations: Curricular Needs Expressed by Men and Women Physicians-in-Training
Laura Weiss Roberts, M.D.,
Cynthia M.A. Geppert, M.D., Ph.D.,
Teddy D. Warner, Ph.D.,
Katherine A. Green Hammond, Ph.D., and
Leandrea Prosen Lamberton, M.D.
Received Feb. 22, 2004; revision received June 8, 2004; accepted June 25, 2004. From the Department of Psychiatry and Behavioral Medicine, Medical College of Wisconsin; the Department of Psychiatry and Department of Family and Community Medicine, University of New Mexico School of Medicine, Albuquerque; the Veterans Affairs Medical Center, Albuquerque; and the University of New Mexico Health Sciences Center Institute for Ethics, Albuquerque. Address correspondence and reprint requests to Dr. Roberts, Department of Psychiatry and Behavioral Medicine, Medical College of Wisconsin, 3rd Floor, Tosa Center, 1155 N. Mayfair Rd., Milwaukee, WI 53226; RobertsL{at}mcw.edu (e-mail).
OBJECTIVE: Physicians-in-training today are learning in an ethical environment that is unprecedented in its complexity. There is a call for new approaches in preparing medical students and residents for the ethical and professional issues they will encounter. The perspectives of physicians-in-training at different levels regarding the level of curricular attention needed for emerging bioethics concepts, practical informed consent considerations, and the care of special populations are unknown. METHOD: The authors performed a hypothesis-driven, confidential survey study to assess perceived needs and preferences among medical students and residents related to medical ethics education at the University of New Mexico School of Medicine. RESULTS: A total of 336 physicians-in-training volunteered (62% response rate). Overall, strong interest was expressed for increased curricular attention to the domains of bioethics principles, informed consent, and care of special populations. Women students expressed greater interest generally. For certain domains, clinical students expressed relatively less curricular need and psychiatry and primary care residents expressed relatively greater curricular need. Two of the four hypotheses were supported, a third received partial support, and a fourth was not supported by the findings. DISCUSSION: To be valuable and effective, new ethics curricular approaches must be responsive to the current complex ethical environment and attentive to the preferences of medical students and residents of both genders, at different stages of training, with different patient care responsibilities. This hypothesis-driven study provides guidance for the inclusion of novel and important ethics domains in training curricula across medical school and diverse residency programs.
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