Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.573138
Title: The purpose, theory and strategy of implementing an interdisciplinary and intercultural medical ethics amongst Taiwanese doctors : a constructivist qualitative study
Author: Chen, Chien-Yu Jonathan
Awarding Body: University of Bristol
Current Institution: University of Bristol
Date of Award: 2011
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Abstract:
This study explores the complexities of implementing an interdisciplinary and intercultural medical ethics amongst Taiwanese doctors both in clinical and educational contexts. The purpose, theory, and strategy of doctors' teaching, learning, and practice of medical ethics are sophisticatedly constructed by interviewing 25 local stakeholders and analysing some relevant documents published worldwide. This constructivist qualitative research aims to generate practical insights into how to improve doctors' practice in a new pluralistic Taiwan nowadays. To achieve the aforementioned research aim, the purpose of why non-Western doctors must learn and exercise medical ethics beyond profession and tradition is first addressed. By delineating local doctors' cognitive bewilderment and situational vulnerability in face of the diversity of moral standpoints, a proposition emerges: doctors' learning of normative information is to equip and empower them to practise from a simplistic and rigid manner towards a holistic and sophisticated manner. To specify the meaning of doctors' holistic and sophisticated practice, six kinds of learning milestones of doctors' moral accomplishment are identified and then integrated as a whole within the notion of ethics as empowerment. I argue that by developing various kinds of knowledge, reasoning, skill, competency, habituation, and attributes, doctors can balance between the global and the local, the ideal and the practical, the thinking and the doing. However, such theoretical framework is not proposed for direct generalisation, but for demonstrating the richness of doctors' learning In ethics. To further translate the aforementioned sophisticated learning model into a teaching strategy, I first concentrate on the issues of doctors' power, knowledge, and role. I then argue that doctors' power can be self-limiting by inspiring them with moral philosophy so that a reflective ethical understanding can be gained. I also argue that doctors' knowledge can be holistic by equipping them with academic reasoning capacity. I finally argue that doctors' role can be communal by empowering them with explicit professional duties so that their commitment to patients' welfare can be fulfilled. My thesis offers an alternative perspective, which I argue is practical and holistic, for local practitioners, teachers, and policy-makers to embrace the arising global, multi-disciplinary, and reasoning-based medical ethics.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.573138  DOI: Not available
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