Ethical education in the medical university: european practice

The article discusses the problem of bioethical education in medical universities. The urgency of the topic is conditioned by the society's need to balance the benefits and risks of applying modern biological or medical technologies, which requires a broader implementation of the principles of bioethics in modern medical practice. Awareness of future medical specialists about the problems and risks in the field under consideration will reduce the possibility of abuse of these technologies. As the review of domestic and foreign literature has shown, the goals of bioethical education are characterized by a wide range, the main ones of which are contained in the domestic bioethics curricula for medical universities and contain such elements as the development of medical knowledge in an interdisciplinary context; inculcating the skills of analyzing the risk / benefit ratio, as well as critical thinking and decision making, reflexive processes; personal moral development. In European practice, various teaching methods for different target groups are used, such as lectures, seminars, narratives, role plays, presentations and analysis, writing essays, small group discussions, online discussion forums, newsletters, discussions, etc. that play an important role in achieving the above goals. At the same time, each country has its own cultural and mental values that determine its tendencies and key moments in the development of pedagogical technologies of bioethical education. The analysis of the moral games used in the bioethical education of medical specialists under the UNESCO program allowed them to give a general description, in the form of a scheme proposed in the article, containing elements such as the name of the game, its purpose, requirements for conducting, description, recommendations. The characterization of several "moral games" presented in the article demonstrates their purposeful certainty and, at the same time, the simplicity and availability of the application in pedagogical practice of teaching bioethics. This allows them to be recommended for inclusion in national practice, subject to further analysis and adaptation

bioethical education, training program, game methods, interactive training, medical students