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Medical Ethics and Law A practical guide to the assessment of the core content of learning A report from the Education Steering Group of the Institute of Medical Ethics$7.99
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Medical Ethics and Law A practical guide to the assessment of the core content of learning A report from the Education Steering Group of the Institute of Medical Ethics
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Medical Ethics and Law A practical guide to the assessment of the core content of learning A report from the Education Steering Group of the Institute of Medical Ethics
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The Institute of Medical Ethics is a company limited by guarantee, registered in England & Wales number
985158 and registered charity number 261876.
, Contents
Foreword iv
Summary & Acknowledgements v
1. Introduction 1
Tomorrow’s Doctors 1
Medical Ethics and Law (MEL) core content of learning 2
Foundation years and beyond 3
2. Learning, Teaching and Assessment 5
Teaching ethics and law 5
Effective teaching and barriers to learning 5
Curriculum alignment 5
Mapping and linking throughout the curriculum 6
3. Making Assessment Decisions 7
Overall approach to assessment 7
Why assess students’ learning? 7
What to assess 8
How to assess 8
Assessing ‘in practice’ learning outcomes 9
When to assess 11
Constructing an assessment blueprint 11
Peer assessment 12
Self-assessment 12
Judging the quality of assessments 13
4. Putting it into Practice 15
Methods of assessing basic knowledge 15
Methods for assessing more depth of understanding and analysis 17
Methods for assessing the application of MEL in clinical practice 24
In 1984 the Institute of Medical Ethics (IME) convened a working party to consider the teaching
of medical ethics in UK medical schools. The working party reviewed current practice in teaching,
discussed alternative teaching options, academic standards and made recommendations. The
‘Pond Report’, named after its Chair, Sir Desmond Pond was the outcome of the work of the
working party.* In the 1993 version of Tomorrow’s Doctors, the General Medical Council (GMC)
outlined its requirement that all medical schools should include teaching of medical ethics and
law as part of the core curriculum.
In 1998, the IME published its 1998 Consensus Statement detailing the key broad content areas
that should be included.† After setting up an Education Steering Group in 2006, and consulting
widely through annual conferences with students and teachers of medical ethics and law and
with other stakeholders, the IME revised the consensus based on core learning outcomes in
medical ethics and law.‡ The Education Steering Group convened an Assessment Working Group
to look at how best to support teachers in assessing students’ learning in medical ethics and
law. This report is the outcome of the work of the group and aims to act as a starting point for
teachers. We hope that this support will continuously be built upon by the IME community and
up-dated its website: http://www.instituteofmedicalethics.org
Professor Gordon Stirrat
Chair: IME Education Steering Group
* Institute of Medical Ethics. The Pond Report: Report of a working party on the teaching of medical ethics.
London: IME Publications. 1987.
† Consensus statement by teachers of medical ethics and law in UK medical schools. Teaching medical ethics and
law within medical education: a model for the UK core curriculum. Journal of Medical Ethics 1998; 24:188–92
‡ Stirrat, GM, Johnston C, Gillon R & Boyd K. Medical ethics and law for doctors of tomorrow: the 1998 Consensus
Statement updated. Journal of Medical Ethics, (2010); 36(1): 55–60.
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