Professional Ethics and Moral Education in the Medical Language Curriculum – Can It Be Done?

Abstract

Inspired by experience and informed by literature, the author attempted to manipulate and measure the effects of ethical-moral inputs in teaching medical English in a Romanian context (where language classes are compulsory in junior years, coinciding with psychology, sociology and ethics classes). An original, 20-hour didactic experiment merged medical, language and moral education into one. Control groups focused on language accuracy to transfer general language skills to medical settings and develop familiarity with jargon. Experimental groups did the same, while also addressing the ethics of communication and using methods for moral growth at behavioural level. Data from 150+ students came through pre−/post testing, questionnaire survey, diaries, direct observation. Quantitative and qualitative analysis revealed that experimental groups increased medical ethics sensitivity, cognitive ability with moral dilemmas, awareness of and commitment to core medical values, all statistically significant. Concurrently, small significant differences in medical terminology acquisitions favoured control groups. The study shows beneficial transversal benefits and warns of predictable limitations. It can help enrich medical language curricula by integrating moral development, thus facilitating future professional interactions that are both effective AND ethical.