Skills and Professional Values in Teachers and Postgraduate Students of Public and Private Universities

Graduate programs in medicine assume the social commitment with their performance according to scientific and technical norms of discipline in there field, but it will also demand to carry out this work within the framework of certain ethical, professional, and social values.  It is clear that we are faced with emergent field knowledge in higher education institutions. The inclusion of these topics in the university curricula -either as knowledge discipline or transversal axis - it is recent and even more so when it refers to specific aspects of this discipline. The research analyzes the perceptions about the professional ethics the teachers and students in medical graduate programs and pretends to know about devices for training in skills and values in public and private universities to make comparisons. In this paper we present the results of the revision, adaptation and implementation in a Mexican public university to discuss how to promote these skills and values. By a joint methodology that includes  application of: the instrument validated by Hirsch (2005) from  National Autonomous University of Mexico (UNAM), about professional values;  the questionnaire for the assessment of the competencies of teachers by the team coordinated by Pérez Pérez (2012), from Valencia University, Spain and conducting interviews.  The above-mentioned instruments includes teachers and students that show the condition that prevails about the beneficence principle which,  according with Alcoberro, originates in the Hippocratic oath, but goes beyond philanthropy  which recognizes the patient as a subject of law: it talks about the expectations of benefits to justify any risk of damage or discomfort to the participants, who sometimes use there transgression to save life at the expense of an unequal relationship between the physician and the patient.