Fundamentos filosóficos para la formación ética en la residencia médica quirúrgica

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.

Keywords:
Medical education; surgical ethics; philosophy; resident training; medical teaching