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Background <p>For a&#xa0;long time, medical ethics was dominated by a&#xa0;concept of domain-specific ethics, in which different professional perspectives were seen as separate and complementary. Ethical education and training therefore often focused on professional roles. These perspectives often clashed in ethical counselling. Therefore, clinical ethics consultation made attempts to integrate the variety of perspectives by promoting a&#xa0;truly collaborative understanding of medicine, which leads to specific requirements for the ethical education of health professionals, including interprofessional and transprofessional competencies.</p> Methods <p>Based on current literature and an exchange of the authors’ experiences in teaching and training ethics and ethical counselling, the development of domain-specific ethical perspectives and their continuation in inter- and transprofessional content and formats is traced.</p> Results <p>The understanding of medicine as collaborative practice is rooted in the so-called ‘quintuple aims of health care’, which require ‘team-based moral agency’ to be promoted at all levels of undergraduate, postgraduate, and continuing education, to be interprofessional from the outset, and to include continuing education in ethics counselling. This requires new methods, formats, and didactic concepts, such as simulations of ethical case consultations. These will be illustrated with examples from the literature and practice.</p> Conclusion <p>Professional roles and expertise remain essential in clinical practice, as does regular exchange between professions. At the same time, the ethical complexity and interdependence of structures, life situations, and framework conditions require a&#xa0;transprofessional perspective in terms of ‘team-based moral agency’. This gives rise to ‘interprofessional professionalism’ as an emergent normative understanding that goes beyond traditional domain-specific ethics. The aim of the is to stimulate discussion on whether and how a&#xa0;still strongly medically oriented ethics counselling service can and should be expanded in terms of content and didactics in the sense of an ‘interprofessional professionalism’ that has consequences for the didactic of ethics consultation training.</p>

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Von Bereichsethiken zu interprofessionellen Lernformaten in Aus‑, Fort- und Weiterbildung: Didaktische Konzepte und praktische Erfahrungen

  • 期刊论文

  • 发表日期：

    2026年2月4日

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  • Muriel Keller,
  • Tanja Krones,
  • Settimio Monteverde

摘要

Background

For a long time, medical ethics was dominated by a concept of domain-specific ethics, in which different professional perspectives were seen as separate and complementary. Ethical education and training therefore often focused on professional roles. These perspectives often clashed in ethical counselling. Therefore, clinical ethics consultation made attempts to integrate the variety of perspectives by promoting a truly collaborative understanding of medicine, which leads to specific requirements for the ethical education of health professionals, including interprofessional and transprofessional competencies.

Methods

Based on current literature and an exchange of the authors’ experiences in teaching and training ethics and ethical counselling, the development of domain-specific ethical perspectives and their continuation in inter- and transprofessional content and formats is traced.

Results

The understanding of medicine as collaborative practice is rooted in the so-called ‘quintuple aims of health care’, which require ‘team-based moral agency’ to be promoted at all levels of undergraduate, postgraduate, and continuing education, to be interprofessional from the outset, and to include continuing education in ethics counselling. This requires new methods, formats, and didactic concepts, such as simulations of ethical case consultations. These will be illustrated with examples from the literature and practice.

Conclusion

Professional roles and expertise remain essential in clinical practice, as does regular exchange between professions. At the same time, the ethical complexity and interdependence of structures, life situations, and framework conditions require a transprofessional perspective in terms of ‘team-based moral agency’. This gives rise to ‘interprofessional professionalism’ as an emergent normative understanding that goes beyond traditional domain-specific ethics. The aim of the is to stimulate discussion on whether and how a still strongly medically oriented ethics counselling service can and should be expanded in terms of content and didactics in the sense of an ‘interprofessional professionalism’ that has consequences for the didactic of ethics consultation training.