Tıp fakültesi eğitiminde insan hakları eğitimi / Human rights education in medical school education
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Tarih
2024
Yazarlar
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Yayıncı
Maltepe Üniversitesi, Lisansüstü Eğitim Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Hekimlik mesleği ve insan hakları arasında belirgin bir ilişki vardır. Hekimler çoğunlukla insan hakları ihlallerinin tanığı konumunda olurlar. Geçmişte ve günümüzde hemen her zaman hekimler, insan hakları ihlali kurbanlarının hastalıklarıyla ilgilenen kişilerdir. Hekimlerin bazen bu ihlallerin tespit edilmesinde, rapor edilmesinde ve hatta önlenmesinde önemli rolü vardır. Bunun yanı sıra hekimlerin bilerek veya bilmeden insan hakları ihlallerini yapan veya ihlale katılan konumunda da olabilmektedirler. Bu nedenle hekimlerin toplumun diğer kesimlerinden daha fazla insan hakları bilgisine ve duyarlılığına sahip olması beklenmektedir. Bu çalışmada, makalelerde yayımlanan veya basında yer bulan yaşanmış olaylardan yola çıkarak, hekimlerin insan hakları ihlallerindeki rolü irdelenmiştir. Hekimlerin insan hakları ihlallerini önlemek, başka bir deyişle insanın değerini koruyucu duruş sergilemek konusundaki eksikliği dört farklı durum altına kategorize edilerek incelenmiştir. İlk durumda hekimler bilmeden insan hakları ihlaline neden olurken, ikinci durumda, yapılan ihlali engellemenin hekimlik görevi dışında bir durum olduğunu düşünmektedirler. Üçüncü durumda hekimler, insan haklarının etik ilkeler olduğunu göz ardı ederek kendi davranışlarının neden olduğu ihlali fark etmezler. Dördüncü durumda ise hekim, insan hakları ihlali olduğunu bildiği halde farklı bazı kaygılar nedeniyle yapılan ihlale katılır veya bizzat yapmaktadır. Bu dört durum, ülkemizde ve dünyada yaşanmış gerçek vaka örneklerinde irdelenmiş ve insan hakları ile ilgisi tartışılmıştır. Ayrıca Türkiye’de ve dünyada bazı üniversitelerin tıp fakültelerinin ders müfredatı incelenerek, insan hakları eğitiminin ne düzeyde olduğu ortaya çıkarılmıştır. Mevcut durumda nasıl bir eğitimin olduğu ve aslında nasıl olması gerektiği literatürdeki verilerle tartışılmıştır. Sonuç olarak, hekimlerin insan hakları kavramlarının öğrenilmesi, içselleştirilmesi ve meslekî uygulamalarına yansıtması konusunda eksikliklerin olduğu ortaya çıkarılmıştır. Hekimin bir kişi olarak insan haklarının felsefî arka planını bilmesi ve her tek durumda insan onurunu koruyucu bir duruş sergilemesi gerektiği gösterilmiştir. Tıp fakültelerinde verilen deontoloji ve etik derslerinin insan hakları eğitimini ya hiç kapsamadığı veya insan haklarına yüzeysel bir biçimde değinildiği saptanmıştır. Bu nedenler tıp fakültesi eğitiminde, ayrı bir ders olarak insan hakları dersine gereksinim olduğu kanısı oluşmuştur. Tezin “Öneriler” bölümünde, tıp fakültesi müfredatına hangi içerikte ve ne kadar süreyle insan hakları eğitimine yer verilmesi uygun olacağı tartışılmıştır.
There is an obvious relationship between the medical profession and human rights. Physicians are often witnesses to human rights violations. In the past and today, physicians are almost always the ones who take care of the illnesses of victims of human rights violations. Physicians sometimes play an important role in identifying, reporting and even preventing these violations. At the same time, physicians may also be in the position of knowingly or unknowingly committing or contributing to human rights violations. Therefore, physicians are expected to have more human rights knowledge and sensitivity than the rest of the society. In this study, the role of physicians in human rights violations is analyzed on the basis of cases published in articles or reported in the press. The lack of physicians' ability to prevent human rights violations, or in other words, to take a stance to protect human value, was categorized under four different cases. In the first case, physicians unknowingly cause human rights violations, while in the second case, they think that preventing violations has nothing to do with medicine. In the third case, physicians ignore that human rights are ethical principles and do not realize violations caused by their own behavior. In the fourth case, although the physician knows that there is a violation of human rights, he/she participates in the violation, or does it himself/herself, due to some other concerns. These four cases were examined in examples taken from our country and in the world and their relevance to human rights was discussed. In addition, the curricula of medical faculties of some universities in Turkey and around the world were examined to determine the level of human rights education. What kind of education is currently available and how it should actually be is discussed with the relevant data in the literature. As a result, it was revealed that there are deficiencies in physicians' learning and internalization of human rights concepts in their professional practices. It has been shown that the physician as a person should know the philosophical background of human rights and take a stance to protect human dignity in every single situation. It was found that the deontology and ethics courses given in medical faculties either do not include human rights education at all, or human rights are mentioned only superficially. For these reasons, it was concluded that there is a need for a separate course on human rights in medical school education. In the "Recommendations" section of the thesis, the content and duration of human rights education in the medical school curriculum is discussed.
There is an obvious relationship between the medical profession and human rights. Physicians are often witnesses to human rights violations. In the past and today, physicians are almost always the ones who take care of the illnesses of victims of human rights violations. Physicians sometimes play an important role in identifying, reporting and even preventing these violations. At the same time, physicians may also be in the position of knowingly or unknowingly committing or contributing to human rights violations. Therefore, physicians are expected to have more human rights knowledge and sensitivity than the rest of the society. In this study, the role of physicians in human rights violations is analyzed on the basis of cases published in articles or reported in the press. The lack of physicians' ability to prevent human rights violations, or in other words, to take a stance to protect human value, was categorized under four different cases. In the first case, physicians unknowingly cause human rights violations, while in the second case, they think that preventing violations has nothing to do with medicine. In the third case, physicians ignore that human rights are ethical principles and do not realize violations caused by their own behavior. In the fourth case, although the physician knows that there is a violation of human rights, he/she participates in the violation, or does it himself/herself, due to some other concerns. These four cases were examined in examples taken from our country and in the world and their relevance to human rights was discussed. In addition, the curricula of medical faculties of some universities in Turkey and around the world were examined to determine the level of human rights education. What kind of education is currently available and how it should actually be is discussed with the relevant data in the literature. As a result, it was revealed that there are deficiencies in physicians' learning and internalization of human rights concepts in their professional practices. It has been shown that the physician as a person should know the philosophical background of human rights and take a stance to protect human dignity in every single situation. It was found that the deontology and ethics courses given in medical faculties either do not include human rights education at all, or human rights are mentioned only superficially. For these reasons, it was concluded that there is a need for a separate course on human rights in medical school education. In the "Recommendations" section of the thesis, the content and duration of human rights education in the medical school curriculum is discussed.
Açıklama
Tam Metin / Full Text
Anahtar Kelimeler
İnsan hakları, Hekimlik, İnsan onuru, İnsan hakları eğitimi, Tıp eğitimi, Human rights, Medicine, Human dignity, Human rights education, Medical school education
Kaynak
WoS Q Değeri
Scopus Q Değeri
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Sayı
Künye
Hamidi, A. A. (2024). Tıp fakültesi eğitiminde insan hakları eğitimi / Human rights education in medical school education. (Yayımlanmamış Yüksek Lisans Tezi). Maltepe Üniversitesi, Lisansüstü Eğitim Enstitüsü, İstanbul.
