Fundamentos filosóficos para una formación ética en las residencias médicas quirúrgicas
Date
Subject
Educación médica
ética quirúrgica
filosofía
formación de residentes
enseñanza médica
Medical education
surgical ethics
philosophy
resident training
medical teaching
ética quirúrgica
filosofía
formación de residentes
enseñanza médica
Medical education
surgical ethics
philosophy
resident training
medical teaching
Language:
Journal Title
Journal ISSN
Volume Title
Publisher
Intituto Tecnológico de Santo Domingo (INTEC)
Introducción:
Los avances tecnológicos han transformado profundamente la práctica médica, generando una formación quirúrgica más técnica pero fragmentada. Este estudio analizó perspectivas filosóficas para integrar habilidades técnicas, éticas y reflexivas en la formación de residentes quirúrgicos, promoviendo un enfoque integral.
Métodos:
Se revisaron las ideas de filósofos clave, como Platón, Aristóteles, Nietzsche, Kant, Heidegger, Sartre, Spinoza, Epicuro, Dewey y Freire, relacionándolas con temas fundamentales en la educación quirúrgica, como la ética, la reflexión crítica, la autonomía y la justicia social.
Resultados:
La relación entre conocimiento, virtud y experiencia se identificó como fundamental para formar cirujanos íntegros, resaltando los principios de Platón y Aristóteles. Heidegger aportó el concepto de temporalidad, destacando la responsabilidad ética en cada intervención quirúrgica. La aplicación del pensamiento crítico y la duda metódica, planteada por Sócrates, Descartes y Ockham, fortaleció la capacidad de análisis clínico. Kant y Nietzsche subrayaron la importancia de la dignidad humana y la moralidad en el trato hacia los pacientes. Finalmente, Epicuro, Spinoza y Freire destacaron la justicia social como un pilar para garantizar una atención quirúrgica equitativa y centrada en el bienestar colectivo.
Conclusión:
La formación de residentes en ciencias quirúrgicas debe trascender las habilidades técnicas para integrar principios filosóficos y éticos. Este enfoque fomenta cirujanos reflexivos, responsables y comprometidos con el bienestar social, preparados para enfrentar los desafíos de la medicina contemporánea.
Introduction: Technological advances have profoundly reshaped medical practice, leading to more technical yet fragmented surgical training. This study analyzed philosophical perspectives to integrate technical, ethical, and reflective skills into the training of surgical residents, promoting a comprehensive approach. Methods: Key ideas from philosophers such as Plato, Aristotle, Nietzsche, Kant, Heidegger, Sartre, Spinoza, Epicurus, Dewey, and Freire were reviewed, addressing critical themes in surgical education, including ethics, critical thinking, autonomy, and social justice. Results: The relationship between knowledge, virtue, and experience was identified as essential for developing well-rounded surgeons, following principles from Plato and Aristotle. Heidegger’s concept of temporality emphasized ethical responsibility in surgical interventions. Critical thinking and methodological doubt, as discussed by Socrates, Descartes, and Ockham, reinforced clinical decision-making. Kant and Nietzsche highlighted human dignity and morality in patient care. Lastly, Epicurus, Spinoza, and Freire underscored social justice as a cornerstone for fair and patient-centered surgical care. Conclusion: The training of surgical residents must go beyond technical skills to incorporate philosophical and ethical principles. This approach fosters reflective, responsible surgeons committed to social well-being and equipped to address the challenges of modern medicine.
Introduction: Technological advances have profoundly reshaped medical practice, leading to more technical yet fragmented surgical training. This study analyzed philosophical perspectives to integrate technical, ethical, and reflective skills into the training of surgical residents, promoting a comprehensive approach. Methods: Key ideas from philosophers such as Plato, Aristotle, Nietzsche, Kant, Heidegger, Sartre, Spinoza, Epicurus, Dewey, and Freire were reviewed, addressing critical themes in surgical education, including ethics, critical thinking, autonomy, and social justice. Results: The relationship between knowledge, virtue, and experience was identified as essential for developing well-rounded surgeons, following principles from Plato and Aristotle. Heidegger’s concept of temporality emphasized ethical responsibility in surgical interventions. Critical thinking and methodological doubt, as discussed by Socrates, Descartes, and Ockham, reinforced clinical decision-making. Kant and Nietzsche highlighted human dignity and morality in patient care. Lastly, Epicurus, Spinoza, and Freire underscored social justice as a cornerstone for fair and patient-centered surgical care. Conclusion: The training of surgical residents must go beyond technical skills to incorporate philosophical and ethical principles. This approach fosters reflective, responsible surgeons committed to social well-being and equipped to address the challenges of modern medicine.
Description
Type
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
info:eu-repo/semantics/publishedVersion
Source
Science and Health; Vol. 9 No. 1 (2025): Science and Health, january-march; 69-79
Ciencia y Salud; Vol. 9 Núm. 1 (2025): Ciencia y Salud, enero-marzo; 69-79
2613-8824
2613-8816
10.22206/cisa.2025.v9i1
Ciencia y Salud; Vol. 9 Núm. 1 (2025): Ciencia y Salud, enero-marzo; 69-79
2613-8824
2613-8816
10.22206/cisa.2025.v9i1