Role of Doctor in Euthanasia - Teaching Medical Students - Challenges and Perspectives
Padmini HN*, Jagadeesh N
Department of Forensic Medicine and Toxicology, VIMS and RC, Bengaluru, India
- *Corresponding Author:
- Padmini HN
Department of Forensic Medicine and Toxicology
VIMS and RC, India
E-mail: [email protected]
Received date: November 03, 2015; Accepted date: December 15, 2015; Published date: December 20, 2015
Citation: Padmini HN and Jagadeesh N (2015) Role of Doctor in Euthanasia - Teaching Medical Students - Challenges and Perspectives. J Clin Res Bioeth 6:251. doi: 10.4172/2155-9627.1000251
Copyright: © 2015 Padmini HN, et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
Traditional way of teaching medical ethics is by didactic lectures which covers only the cognitive domain and often the passive transfer of teacher’s notes to the student (learner)’s notes without touching the mind of the learner. Role of facilitator in teaching medical ethics that too in Euthanasia requires learning the affective and communicative skills through role plays, video demonstration, debates, problem solving, and case based studies etc. to make the learner understand and practice the various perspectives involved in the role of doctor in Euthanasia. Time constraints in the existing curriculum; trained and committed faculty to venture newer methods of teaching learning are some of the challenges in this regard.