| 摘要: | Dena Hsin Hsin-Chen 1. China Medical University, Taiwan; 2. Institute of Biological Sciences, University of Tsukuba. In bioethics education, a chapter of “telling the truth about terminal cancer” was used as an access to approach bioethical principles of respect personal autonomy to be aware of the truth and make decision for themselves, doing good to others, and also keep from doing harm. The reflection on this bioethical dilemma can stimulate students to pay attention to the risks and benefits of the decision makings and also provide a stimulating bridge between real-life issues and the facts of medicine, sociology, psychology, culture, bioethics and other subjects. In this presentation I will share the experience of performing this topic in the first year’s university class as well as high school class in Taiwan. In university classes, learning from team works was encouraged as a way to approach bioethical deliberation. Students were group into several teams, each team can select the chapter they feel most interesting to work on and present in the class. Truth telling is one of the most popular chapters within 14 chapters, which was selected by 1-2 teams in each class. Activities in the class included drama, cluster discussions, invited guests’ talk, film show, and short talks of team members. In high school, assigned reading followed by one hour’s classroom discussion and a short introduction by teacher. Students also wrote down and hand in their answers of the discussion questions after class. I would like to compare with these two stages of learning in this topic, and also assess if the brief targets of life education can be achieved through the bioethical teaching about truth telling. On the whole, cultural influence is one of the findings emerged from the class activities, such as Family Paternalism in medical decisions, Death as a taboo, filial piety as a social norm to protect elderly from the truths, and customary use of alternative and folk |
