scholarly journals Paediatric Residents and Fellows Ethics (PERFEct) survey: perceptions of European trainees regarding ethical dilemmas

2021 ◽  
Author(s):  
M. C. den Boer ◽  
A. Zanin ◽  
J. M. Latour ◽  
J. Brierley
Keyword(s):  
Medical Education ◽  
Medical Ethics ◽  
Ethics Education ◽  
Ethical Dilemmas ◽  
Moral Dilemmas ◽  
Ethics Training ◽  
Healthcare Team ◽  
Medical Ethics Education ◽  
European Paediatric ◽  
Future Practice

AbstractWith an increasingly complex healthcare environment, ethics is becoming a more critical part of medical education. We aimed to explore European paediatric trainees’ experiences of facing ethical dilemmas and their medical ethics education whilst assessing their perceptions of ethical dilemmas in current and future practice. The Young Sections of the European Academy of Paediatrics and European Society of Paediatric and Neonatal Intensive Care developed an explorative online survey covering demographics, ethical dilemmas faced and ethics training. The survey was made available in nine languages from November 2019 to January 2020 via newsletters and social media. Participants (n = 253) from 22 countries, predominantly female (82%) and residents (70%), with a median age of 29-years, completed the survey. The majority (58%) faced ethical dilemmas monthly or more frequently. Most ethics training was received by ethics lectures in medical school (81%) and on the job (60%). A disagreement between the healthcare team and patient/family was the most frequently faced moral dilemma (45%); the second was withholding/withdrawing life-prolonging measures (33%). The latter was considered the most challenging dilemma to resolve (50%). Respondents reported that ethical issues are not sufficiently addressed during their training and wished for more case-based teaching. Many have been personally affected by moral dilemmas, especially regarding withholding/withdrawing life-prolonging measures, and often felt inadequately supported.Conclusion: Paediatric trainees face many moral issues in daily practice and consider that training about managing current and future ethical dilemmas should be improved, such as by the provision of a core European paediatric ethics curriculum. What is Known:• Paediatric services are becoming more complex with an increase in ethical dilemmas asking for rigorous training in ethics.• Ethics training is often lacking or covered poorly in both pre- and postgraduate medical education curricula.• Existing ethics training for European paediatric trainees is haphazard and lacks standardisation. What is New:• The PaEdiatric Residents and Fellows Ethics (PERFEct) survey provides insight into the European paediatric trainees’ views regarding ethical dilemmas in their current and future practice.• European paediatric trainees report a lack of ethics training during paediatric residency and fellowship.• This study provides content suggestions for standardised medical ethics training for paediatric trainees in Europe.

The Significance of the Hidden Curriculum in Medical Ethics

2013 ◽  
Vol 3 (4) ◽  
pp. 1-12
Author(s):  
Annaswamy Nalini
Keyword(s):  
Medical Ethics ◽  
Ethics Education ◽  
Hidden Curriculum ◽  
Ethical Dilemmas ◽  
Basic Knowledge ◽  
Formal Curriculum ◽  
Analytical Skills ◽  
Medical Ethics Education ◽  
P 16 ◽  
Medical Educators

The need to teach medical professionalism, especially medical ethics, has been emphasized by medical educators. The aim of medical ethics education is providing the basic knowledge regarding ethical analysis, enabling the students to develop the analytical skills for resolving the ethical dilemmas in clinical practice. But, a more important aspect is the assimilation of the core values of the profession by the students. The hidden curriculum, “the informal learning in which the students engage and which is unrelated to what is taught” (Harden, 2001, p.16) has a greater role in imparting education regarding the humanistic aspects of medical practice than the formal curriculum. Experiences of the medical students in the clinical setting should be considered significant for ethics education by the teachers. A review of the experiences of the students and the ethical dilemmas they face during the clinical clerkships is provided and their impact on the moral development of the students is analysed.

Medical Ethics Education for Neurology Residents: Where Do We Go from Here?

2018 ◽  
Vol 38 (05) ◽  
pp. 497-504 ◽  
Author(s):  
Christopher Traner ◽  
Dorothy Tolchin ◽  
Benjamin Tolchin
Keyword(s):  
Medical Ethics ◽  
Ethics Education ◽  
Ethics Training ◽  
Communication Training ◽  
Ethical Principles ◽  
Current Status ◽  
Residency Programs ◽  
Medical Ethics Education ◽  
Present Practice ◽  
Clinical Scenarios

AbstractNeurologists regularly confront complex clinical scenarios that require the application of ethical principles to achieve a respectful and fair resolution. In this article, we describe the types of ethically precarious scenarios neurologists encounter, the current status of standards for ethics and communication training for neurology residents, and the present practice of ethics training in neurology residency programs. We make recommendations for optimizing bioethics training for neurology residents and suggest methods for assessing the efficacy of these training initiatives. We emphasize the current need for strengthening the practical bioethics skills of neurologists.

TEACHING MEDICAL ETHICS IN LEADING UNIVERSITIES OF CHINA

2021 ◽  
pp. 61-64
Author(s):  
Dudina O.V.
Keyword(s):  
Medical Education ◽  
Medical Ethics ◽  
Ethics Education ◽  
Professional Competence ◽  
The United States ◽  
Teaching Ethics ◽  
Chinese Universities ◽  
School Of Medicine ◽  
Medical Ethics Education ◽  
Education In China

The article examines the issue of teaching medical ethics in leading Chinese universities in the training of medical professionals and found that medical ethics courses for physicians are an innovation for Chinese medical high schools. Due to different cultural traditions, researchers of Chinese medical ethics hold conflicting views on the scientific importance and practical necessity of medical ethics and bioethics. The study found that medical ethics education in China has gradually adapted the experience of leading countries such as the United States and the United Kingdom in teaching ethics. China is now in the process of discussing how to develop its own traditional ethics in the context of globalization. It is established that in the program of masters in medicine the formation of ethical knowledge is a mandatory subject. The teaching of medical ethics takes place not only while studying in Chinese universities, but is a long-term lifelong process in which the student summarizes the results of their efforts, combining moral reflection, learning and leadership. The article analyzes the methods and content of teaching medical ethics, which include relevant cultural, social and personal development, and the education of masters in medicine at Chinese universities.Teaching ethics in medical universities is a relatively new area of medical education in China, ethics curricula have different levels of development. In order to determine the peculiarities in the contents of curricula, teaching and learning methods, forms of evaluation and quality of teaching ethics in China, it was analyzed ethical education in several leading medical universities in China: Wuhan University School of Medicine, Guangzhou Medical University and Peking University School of Medicine. In the process of scientific research on the teaching of ethics in universities, it was found that medical ethics for some time was part of the mandatory course of disciplines, with a strong tendency to emphasize the correct ideological thinking of future physicians.Key words: specialist in medicine, medical ethics, master’s degree, higher medical education in China, professional competence of doctor.

scholarly journals Medical ethics education

1989 ◽  
Vol 64 (12) ◽  
pp. 705-14 ◽  
Author(s):  
S H Miles ◽  
L W Lane ◽  
J Bickel ◽  
R M Walker ◽  
C K Cassel
Keyword(s):  
Medical Ethics ◽  
Ethics Education ◽  
Medical Ethics Education

scholarly journals Systematic Development and Refinement of a Contextually Relevant Strategy for Undergraduate Medical Ethics Education: a qualitative study

2020 ◽  
Author(s):  
Muhammad Shahid Shamim ◽  
Adrienne Torda ◽  
Lubna Baig ◽  
Nadeem Zubairi ◽  
Chinthaka Balasooriya
Keyword(s):  
Saudi Arabia ◽  
Medical Ethics ◽  
Qualitative Methodology ◽  
Ethics Education ◽  
Learning Strategy ◽  
Educational Strategy ◽  
Medical Ethics Education ◽  
Novel Approach ◽  
Preliminary Version ◽  
Study Participants

Abstract Background Delivery of medical ethics education is complex due to various reasons, compounded by the context-dependent nature of the content. The scarcity of relevant resources in the contexts of some developing countries adds a further layer of difficulty to ethics education in these contexts. We used a consultative approach with students, teachers and external experts to develop a contextually relevant and practical approach to medical ethics education. The aim of this study was to develop and refine a contextually relevant approach to ethics education in the region of Saudi Arabia. Methods The study utilized explorative qualitative methodology to seek views of students and faculty of Rabigh Faculty of Medicine, Kaing Abdulaziz University, Jeddah, Saudi Arabia, and international experts in the field of ethics and education to review and enhance a preliminary version of workbook-based ethics learning strategy. Three focus groups with 12 students and in-depth interviews with four faculty members enabled the study participants to objectively critique the WBEL and provide feedback to enhance its quality. In addition, eleven external experts critically analyzed the workbook. Thematic content analysis of the data was done to draw inferences which were used to refine the educational strategy. Results The analysis generated twenty-one sub-themes within four main themes: design features, content, teaching methods and assessment. These findings helped to modify the educational strategy for improve its effectiveness in the given context. Conclusion The study drew on the views of students, faculty and external experts to systematically develop a novel approach to ethics education for countries like Saudi Arabia. It also demonstrated the use of consultative approach for informing a culturally relevant educational strategy in Middle East context.

scholarly journals A Novel Peer-Directed Curriculum to Enhance Medical Ethics Training for Medical Students: A Single-Institution Experience

2020 ◽  
Vol 7 ◽  
pp. 238212051989914 ◽  
Author(s):  
Brian T Sullivan ◽  
Mikalyn T DeFoor ◽  
Brice Hwang ◽  
W Jeffrey Flowers ◽  
William Strong
Keyword(s):  
Decision Making ◽  
Medical Students ◽  
Medical Ethics ◽  
Reflective Practice ◽  
Clinical Setting ◽  
Ethics Education ◽  
Ethics Committee ◽  
Ethics Training ◽  
Ethical Considerations ◽  
Hands On

Background: The best pedagogical approach to teaching medical ethics is unknown and widely variable across medical school curricula in the United States. Active learning, reflective practice, informal discourse, and peer-led teaching methods have been widely supported as recent advances in medical education. Using a bottom-up teaching approach builds on medical trainees’ own moral thinking and emotion to promote awareness and shared decision-making in navigating everyday ethical considerations confronted in the clinical setting. Objective: Our study objective was to outline our methodology of grassroots efforts in developing an innovative, student-derived longitudinal program to enhance teaching in medical ethics for interested medical students. Methods: Through the development of a 4-year interactive medical ethics curriculum, interested medical students were provided the opportunity to enhance their own moral and ethical identities in the clinical setting through a peer-derived longitudinal curriculum including the following components: lunch-and-learn didactic sessions, peer-facilitated ethics presentations, faculty-student mentorship sessions, student ethics committee discussions, hospital ethics committee and pastoral care shadowing, and an ethics capstone scholarly project. The curriculum places emphasis on small group narrative discussion and collaboration with peers and faculty mentors about ethical considerations in everyday clinical decision-making and provides an intellectual space to self-reflect, explore moral and professional values, and mature one’s own professional communication skills. Results: The Leadership through Ethics (LTE) program is now in its fourth year with 14 faculty-clinician ethics facilitators and 65 active student participants on track for a distinction in medical ethics upon graduation. Early student narrative feedback showed recurrent themes on positive curricular components including (1) clinician mentorship is key, (2) peer discussion and reflection relatable to the wards is effective, and (3) hands-on and interactive clinical training adds value. As a result of the peer-driven initiative, the program has been awarded recognition as a graduate-level certification for sustainable expansion of the grassroots curriculum for trainees in the clinical setting. Conclusions: Grassroots medical ethics education emphasizes experiential learning and peer-to-peer informal discourse of everyday ethical considerations in the health care setting. Student engagement in curricular development, reflective practice in clinical settings, and peer-assisted learning are strategies to enhance clinical ethics education. The Leadership through Ethics program augments and has the potential to transform traditional teaching methodology in bioethics education for motivated students by offering protected small group discussion time, a safe environment, and guidance from ethics facilitators to reflect on shared experiences in clinical ethics and to gain more robust, hands-on ethics training in the clinical setting.

Comparison of lecture and team-based learning in medical ethics education

2017 ◽  
Vol 26 (3) ◽  
pp. 903-913 ◽  
Author(s):  
Levent Ozgonul ◽  
Mustafa Kemal Alimoglu
Keyword(s):  
Medical Ethics ◽  
Student Satisfaction ◽  
Ethics Education ◽  
Knowledge Retention ◽  
Short Term ◽  
Learner Engagement ◽  
Medical Ethics Education ◽  
Team Based Learning ◽  
Long Term Retention

Background: Medical education literature suggests that ethics education should be learner-centered and problem-based rather than theory-based. Team-based learning is an appropriate method for this suggestion. However, its effectiveness was not investigated enough in medical ethics education. Research question: Is team-based learning effective in medical ethics education in terms of knowledge retention, in-class learner engagement, and learner reactions? Research design: This was a prospective controlled follow-up study. We changed lecture with team-based learning method to teach four topics in a 2-week medical ethics clerkship, while the remaining topics were taught by lectures. For comparison, we formed team-based learning and lecture groups, in which the students and instructor are the same, but the topics and teaching methodologies are different. We determined in-class learner engagement by direct observation and student satisfaction by feedback forms. Student success for team-based learning and lecture topics in the end-of-clerkship exam and two retention tests performed 1 year and 2 years later were compared. Ethical considerations: Ethical approval for the study was granted by Akdeniz University Board of Ethics on Noninvasive Clinical Human Studies Ethics committee. Findings: Short-term knowledge retention did not differ; however, team-based learning was found superior to lecture at long-term retention tests. Student satisfaction was high with team-based learning and in-class engagement was better in team-based learning sessions. Discussion: Our results on learner engagement and satisfaction with team-based learning were similar to those of previous reports. However, knowledge retention results in our study were contrary to literature. The reason might be the fact that students prepared for the end-of-clerkship pass/fail exam (short term) regardless of the teaching method. But, at long-term retention tests, they did not prepare for the exam and answered the questions just using the knowledge retained in their memories. Conclusion: Our findings suggest that team-based learning is a better alternative to lecture to teach ethics in medical education.

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