INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 06, 2025
https://www.academicpublishers.org/journals/index.php/ijai
page 2259
THE IMPORTANCE OF TEACHING BIOETHICS IN MEDICAL UNIVERSITIES
Salimova Malika Rashidbekovna
Senior Lecturer in the Department of Forensic Medicine and Medical Law at Tashkent
Medical Academy
Abstract:
The purpose of teaching bioethics in medical universities is related to addressing
problems in the field of medicine. These include issues such as experiments conducted on humans,
protecting patients' rights, the abortion debate, various aspects of infertility treatment, the
euthanasia dilemma, concerns regarding the use of genetically modified products, transplantation
challenges, and others that can be cited as examples.
Keywords:
Medical School, Bioethics, and Law.
The term "bioethics" (from Greek bios - life, ethika - custom, habit) was first used by the
American biologist-biochemist and oncologist Van Rensselaer Potter (1911-2001) in his works
"Bioethics: A Bridge to the Future" (1969) and "Bioethics: The Science of Survival" (1970).
Biological knowledge and universal human values are two of the most important and essential
elements for addressing the long-term consequences of scientific and technological progress,
especially the problems of preserving life in the field of biomedical technologies and ecology.
Over time, the term "bioethics" began to be used in scientific and educational literature mainly in
the sense given by American obstetrician and embryologist André Hellegers, who emphasized the
interdisciplinary nature of research related to the ethical problems of biomedicine, primarily the
need to protect the dignity and rights of patients. Thus, the main foundation of bioethics is the
conflict of interests, rights, and moral principles, as currently the norms of traditional medical
ethics do not function systematically.
Bioethics and law have always been interconnected in addressing issues concerning the beginning
and end of human life, and medical intervention. With the development of biotechnology, the field
of connection between legal and bioethical issues has expanded so much that new interdisciplinary
scientific directions have emerged.
It is known that all the rules of ethics and deontology were traditionally based on morality, ethical
codes, moral traditions, public opinion, etc., meaning they were not mandatory, but rather
recommendatory and based on the theory of benevolence. Bioethics represented a new stage in the
ethics and deontology of medical professionals. In bioethics, many rules transitioned to a legal
basis and began to be enshrined in law, thus becoming mandatory.
Bioethics is typically taught at the initial stage of education, when most students are familiar with
medicine only as patients, and many ethical issues of healthcare that arise in practice are
completely unknown to them. This is undoubtedly a positive phenomenon, as first-year students
have not yet encountered the excessive specialization and technicalization of modern medicine.
However, it should be remembered that the formation of moral qualities in future doctors requires
an interdisciplinary approach, implying the continuity and consistency of the educational process,
and the unity of upbringing. Basic knowledge of bioethics should be acquired during the study
period. Therefore, after the first theoretical level of bioethical education comes professional
education, which includes the consistent expansion, deepening, and application of knowledge in
the field of bioethics throughout the process of studying clinical sciences.
In general, bioethics exists more as an ever-expanding and complex field of moral and legal
problems, usually without simple and clear solutions, rather than as a scientific discipline with a
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 06, 2025
https://www.academicpublishers.org/journals/index.php/ijai
page 2260
rigid and universally accepted conceptual framework. There are many versions of bioethics that
differ radically from each other on the most important points.
Therefore, we believe that the subject of bioethics should be taught at the Department of Forensic
Medicine and Medical Law. This department is connected with all clinical fields.
Currently, students in the department (in the disciplines of Bioethics, Forensic Medicine, and
Medical Law) are trained by teachers with medical and legal education, which involves the
continuous study of ethical, legal, and medical issues. When teaching bioethics, not only purely
moral problems are considered, but also related legal issues. In the topic "Forensic Science in
Medicine," along with matters directly related to forensic medical examination, issues of medical
ethics and medical law are also highlighted.
Therefore, we consider it appropriate to teach bioethics and legal studies in clinical departments,
as this provides students with the most optimal option for developing an interdisciplinary
understanding and interconnection of ethical and legal problems in modern healthcare. This
contributes to clinical thinking, planning and solving problems of their professional and personal
development, and the application of ethical and legal norms in practice.
When implementing programs in the forensic medicine specialty, real clinical situations related to
bioethics are examined in the educational process. For example, conducting commission forensic
medical examinations regarding professional misconduct of medical workers, based on a
systematic approach to develop solutions for action in each specific situation. This allows for a
detailed analysis of these cases to develop skills in critical analysis of problematic situations. This,
in turn, has a significant impact on the prevention of professional errors.
From the above, it can be concluded that in addition to pedagogical activities, the staff of the
Department of Forensic Medicine and Medical Law also carry out activities in the field of forensic
medical examination. They objectively understand the current problems and needs of healthcare
related to medical malpractice, cases of commission forensic medical examination, which directly
allows for the study of these issues. Bioethics and medical law should be studied, analyzed, and
interpreted simultaneously in this context.
Our department has gained substantial experience through practical observations, research
conducted by department staff and students within the framework of scientific works and
conferences, as well as through the experience of other higher educational institutions based on
programs implementing these disciplines. Considering that our department was among the first to
teach bioethics at the Department of Forensic Medicine and Medical Law, we believe it is
appropriate to take our experience into account. While adequately addressing the fundamentals
and general issues of the studied disciplines, we consider it most effective to teach bioethics in
both the initial and final years of study, tailoring the approach to the specifics of particular clinical
disciplines in the later years.
References
1.
Григорьева Е. В. Компетентностный подход в современном высшем
профессиональном образовании Франции и России: автореф. дисс. … к. пед. н. М., 2006.
2.
Гузаирова Е. А. Компетентностный подход - новый подход к повышению качества
образования // Вестник Бишкекского гуманитарного университета. 2007. № 2 (8).
3.
Ильницкий А. Н., Старцева О. Н. Эйджизм и его преодоление в стационарных
учреждениях социального обслуживания: метод. Рекомендации. М. - Ярославль:
Филигрань, 2016.
4.
Устойчивое общество для всех возрастов: реализация потенциала более
продолжительной жизни: Лиссабонское заявление министров 2017 года.
5.
Поттер В. Р. Биоэтика: мост в будущее. Киев: Вадим Карпенко, 2002.
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 06, 2025
https://www.academicpublishers.org/journals/index.php/ijai
page 2261
6.
Протас Е. В. Компетентностный подход в формировании содержания образования в
высшей школе Европейского союза и России // Право и образование. 2005. № 6.
7.
Старцева О. Н., Лымарева И. А., Ильницкий А. Н. и др. Геронтологический эйджизм
и его преодоление среди студентов медицинского вуза // Перспективы науки и образования.
2019. № 3 (39).
8.
Стратегия действий в интересах граждан старшего поколения в РФ до 2025 года:
Распоряжение Правительства РФ от 05.02.2016 г. № 164-р. 2016. URL:
https://base.garant.ru/71322816/
9.
Томашов В. В., Фирсов Д. Е. Процессуальная биоэтическая модель реализации
профессиональной ответственности // Актуальные проблемы совершенствования высшего
образования: материалы XIII научнометодической конференции с международным
участием (г. Ярославль, 22-23 марта 2018 г.). Ярославль: ЯрГУ, 2018.
10.
Фирсов Д. Е. Вопросы компетентностного подхода при высокотехнологичных
исследованиях в преподавании биоэтики // Медицинская этика. 2020. Т. 8. № 1.
11.
Шершнева В. А. Междисциплинарная интеграция и компетентностный подход //
Альманах современной науки и образования. 2008. № 10 (17): в 2-х ч. Ч. I
