Healthcare leadership ethics: Time for some formal training

2021 ◽  
pp. 084047042110056
Author(s):  
Renate Ilse
Keyword(s):  
Clinical Ethics ◽  
Ethics Education ◽  
Formal Training ◽  
Ethical Challenges ◽  
Healthcare Leadership ◽  
Leadership Ethics ◽  
End Of Life Decisions ◽  
Healthcare Environment ◽  
Leadership Decisions ◽  
Regular Practice

Clinical ethics and clinical ethics supports, particularly regarding resource allocation and end of life decisions, are well developed in our healthcare system and in most hospitals; this is not the case for the broader category of leadership ethics. Most health managers and executives regularly need to make leadership decisions/choices that require ethical reflection. Without formal training, regular practice, and broad discussion on this issue of leadership ethics, Canadian hospital leaders are increasingly finding their decisions questioned and often end up in the headlines after being judged as failing to make the ethical grade. This article discusses the importance leadership ethics in today's healthcare environment, examines some of the complex ethical challenges created by the current healthcare context and external environment, and then presents an argument for more formal and mandatory leadership ethics education for executives and other health leaders.

scholarly journals COVID-19 underscores the important role of Clinical Ethics Committees in Africa

2021 ◽  
Vol 22 (1) ◽  
Author(s):  
Keymanthri Moodley ◽  
Siti Mukaumbya Kabanda ◽  
Anita Kleinsmidt ◽  
Adetayo Emmanuel Obasa
Keyword(s):  
Qualitative Study ◽  
Clinical Ethics ◽  
Ethics Education ◽  
Healthcare Professionals ◽  
Ethical Dilemmas ◽  
Ethics Committees ◽  
Ethical Challenges ◽  
Clinical Ethics Committees ◽  
Study Results

Abstract Background The COVID-19 pandemic has magnified pre-existing challenges in healthcare in Africa. Long-standing health inequities, embedded in the continent over centuries, have been laid bare and have raised complex ethical dilemmas. While there are very few clinical ethics committees (CECs) in Africa, the demand for such services exists and has increased during the COVID-19 pandemic. The views of African healthcare professionals or bioethicists on the role of CECs in Africa have not been explored or documented previously. In this study, we aim to explore such perspectives, as well as the challenges preventing the establishment of CECs in Africa. Methods Twenty healthcare professionals and bioethicists from Africa participated in this qualitative study that utilized in-depth semi-structured interviews with open-ended questions. Themes were identified through thematic analysis of interviews and open-ended responses. Results Kenya and South Africa are the only countries on the continent with formal established CECs. The following themes emerged from this qualitative study: (1) Lack of formal CECs and resolution of ethical dilemmas; (2) Role of CECs during COVID-19; (3) Ethical dilemmas presented to CECs pre-COVID-19; (4) Lack of awareness of CECs; (5) Lack of qualified bioethicists or clinical ethicists; (6) Limited resources to establish CECs; (7) Creating interest in CECs and networking. Conclusions This study illustrates the importance of clinical ethics education among African HCPs and bioethicists, more so now when COVID-19 has posed a host of clinical and ethical challenges to public and private healthcare systems. The challenges and barriers identified will inform the establishment of CECs or clinical ethics consultation services (CESs) in the region. The study results have triggered an idea for the creation of a network of African CECs.

‘Who Ya Gonna Call …?’ Ethical and legal dilemmas in specialist children centres and district general hospitals

2021 ◽  
pp. 147775092110366
Author(s):  
Harika Avula ◽  
Mariana Dittborn ◽  
Joe Brierley
Keyword(s):  
Intensive Care ◽  
Clinical Ethics ◽  
Ethical Issues ◽  
General Setting ◽  
Daily Practice ◽  
Paediatric Intensive Care ◽  
Ethical Challenges ◽  
Legal Cases ◽  
Ethics Support ◽  
The Uk

The field of Paediatric Bioethics, or ethical issues applied to children's healthcare, is relatively new but has recently gained an increased professional and public profile. Clinical ethics support to health professionals and patients who face ethical challenges in clinical practice varies between and within institutions. Literature regarding services available to paediatricians is sparse in specialist tertiary centres and almost absent in general paediatrics. We performed a mixed-methods study using online surveys and focus groups to explore the experiences of ethical and legal dilemmas and the support structures available to (i) paediatric intensive care teams as a proxy for specialist children's centres and (ii) paediatricians working in the general setting in the UK. Our main findings illustrate the broad range of ethical and legal challenges experienced by both groups in daily practice. Ethics training and the availability of ethics support were variable in structure, processes, funding and availability, e.g., 70% of paediatric intensive care consultants reported access to formal ethics advice versus 20% general paediatricians. Overall, our findings suggest a need for ethics support and training in both settings. The broad experience reported of ethics support, where it existed, was good – though improvements were suggested. Many clinicians were concerned about their relationship with children and families experiencing a challenging ethical situation, partly as a result of high-profile recent legal cases in the media. Further research in this area would help collect a broader range of views to inform clinical ethics support's development to better support paediatric teams, children and their families.

Medical Law Concentrate

2021 ◽  
Author(s):  
Jo Samanta ◽  
Ash Samanta
Keyword(s):  
Medical Records ◽  
Common Law ◽  
Medical Law ◽  
Medical Negligence ◽  
Essential Information ◽  
End Of Life Decisions ◽  
Moral Principles ◽  
Healthcare Environment ◽  
Key Points ◽  
The Common

Each Concentrate revision guide is packed with essential information, key cases, revision tips, exam Q&As, and more. Concentrates show you what to expect in a law exam, what examiners are looking for, and how to achieve extra marks. Medical Law Concentrate provides a study and revision guide aiming to cover the essential aspects of this rapidly changing field of law. Topics covered include: the contemporary healthcare environment; medical negligence; consent; confidentiality; and access to medical records. The volume also looks at abortion and prenatal harm, assisted reproduction, clinical research, and organ transplantation. Finally, it covers mental health law and the end-of-life decisions. The work is underpinned by reference to statutory provisions and the common law. Where appropriate, pertinent bioethical and moral principles that often underpin the law in this area are discussed, as well as the influence of quasi-law. Reference is made to key points of comparison with other jurisdictions, as well as some socio-legal considerations.

scholarly journals The leadership and followership challenges of doctors in training during the COVID-19 pandemic

2021 ◽  
pp. 1-9
Author(s):  
Nathan Boardman ◽  
Jack Munro-Berry ◽  
Judy McKimm
Keyword(s):  
Early Career ◽  
Formal Training ◽  
Clinical Environment ◽  
Training Experience ◽  
Healthcare Leadership ◽  
Leadership Culture ◽  
Team Working ◽  
Medical Education And Training ◽  
And Training

Research carried out in 2016 by the authors investigated the challenges that doctors in training experience around leadership and followership in the NHS. The study explored contemporary healthcare leadership culture and the role of followership from the perspective of early career doctors. It found that the leadership and followership challenges for these doctors in training were associated with issues of social and professional identity, communication, the medical hierarchy, and relationships with senior colleagues (support and trust). These challenges were exacerbated by the busy and turbulent clinical environment in which they worked. To cope with various clinical situations and forms of leadership, doctors in training engage in a range of different followership behaviours and strategies. The study raised implications for medical education and training and suggested that followership should be included as part of formal training in communication and team working skills. The importance of both leadership and followership in the delivery of safe and effective patient care has been brought sharply into focus by the COVID-19 pandemic. This article revisits these challenges in light of the pandemic and its impact on the experiences of doctors in training.

scholarly journals Peran Pendidikan Etika Kristen dalam Media Sosial di Era Disrupsi

2020 ◽  
Vol 1 (1) ◽  
pp. 38-46
Author(s):  
Mesirawati Waruwu ◽  
Yonatan Alex Arifianto ◽  
Aji Suseno
Keyword(s):  
Social Media ◽  
Ethics Education ◽  
Christian Ethics ◽  
Christian Faith ◽  
Ethical Challenges ◽  
Use Of Social Media ◽  
And Function ◽  
Meaning And Function ◽  
The Impact

The limitless development of social media, its meaning and function have begun to shift, no longer as a means of establishing relationships, communication, but at the stage of losing the role of ethics and morals, even disputes have occurred triggered by debates from communicating in social media. The purpose of this study is to describe the role of Christian ethics education in relation to the impact of social media development in the era of disruption. Using descriptive qualitative methods with literature literature can find solutions for believers in facing moral decadence due to social media abuse by knowing the era of disruption and ethical challenges from the wrong use of social media can affect moral decadence so that Christian ethics education on a biblical basis can bring modern humans. Believers in particular have become bright in social media and their use in accordance with Christian faith in this era of disruption.

A “School Of Clinical Ethics”: Clinical Ethics Education for Clinicians and Philosophy Students

2021 ◽  
Vol 66 (Special Issue) ◽  
pp. 79-79
Author(s):  
Lucia Galvagni ◽  
◽  
Keyword(s):  
Intensive Care Unit ◽  
Intensive Care ◽  
Action Research ◽  
Clinical Ethics ◽  
Ethics Education ◽  
Ethical Analysis ◽  
Coordination Unit ◽  
Philosophy Department ◽  
The University ◽  
Previous Step

"The presentation intends to present and illustrate an experience of teaching clinical ethics realized with a group of clinicians and philosophy students and held at the Philosophy Department of the University of Trento, Italy (Spring 2013 and Spring 2015). The class was intended to train clinicians and students to the main concepts of clinical ethics and to a specific methodology to approach clinical matters with ethical and philosophical tools. The class offered a space and time of listening, confronting, debating and learning. The opportunity to dialogue and to reflect, starting form clinical cases presented by clinicians and to realize an ethical analysis of them, combining languages and competences, resulted extremely relevant for clinicians, for students involved and for the teachers themselves. It represented – as well – a first and previous step to start some action-research in specific clinical units, as the local Intensive Care Unit, the Transplantation Coordination Unit and the Mountain Medicine and Ethics Lab. "

Utilizing Applied Drama in Clinical Ethics Education

2021 ◽  
Vol 66 (Special Issue) ◽  
pp. 88-88
Author(s):  
Kenji Hattori ◽  
◽  
Keyword(s):  
Clinical Ethics ◽  
Ethics Education ◽  
Clinical Settings ◽  
Abstract Theory ◽  
Close Attention ◽  
Difficult Situation ◽  
Forum Theatre ◽  
Moral Problems ◽  
Actual Teaching ◽  
Rational Reasoning

"We examine the significance and necessity of introducing applied drama into clinical ethics education to build ethics competency. Case-based clinical ethics, distant from abstract theory-based discursive ethics, pays close attention to emotions of persons involved in a given case, and of participants in deliberation. Some authors have sensibly emphasized this point. For example, CURA, a reflective method puts forward the crucial step to become aware of own emotions and physical reactions to each difficult situation. These suggest that we should not stay just in rational reasoning to resolve moral problems in clinical settings. Such a stream seems to lead us to the next stage of clinical ethics education. Applied drama is an umbrella term for the various ways to use theatrical elements, outside of theaters, in educational settings. The basic conception is playing. It includes two meanings: gaming and acting. Generally, we stop playing when we grow up. Applied drama encourages us to play again. Playing promotes communications in verbal and physical. In acting like an acting person, we are to put ourselves in another person’s standpoint. Through acting a role, we may live her life and feel vividly his emotion but by imagination. Thus, applied drama has great potentiality to change the mode of discussion – or deliberation-based clinical ethics. As applied drama comprises various ways such as improvisation, forum theatre, and so on. We will explore their features and application in actual teaching settings. "

Improving Ethics Education in Accounting: Lessons from Medicine and Law

2012 ◽  
Vol 27 (3) ◽  
pp. 671-690 ◽  
Author(s):  
Chunhui Liu ◽  
Lee J Yao ◽  
Nan Hu
Keyword(s):  
Literature Review ◽  
Ethics Education ◽  
Data Availability ◽  
Formal Training ◽  
Teaching Approaches ◽  
Hands On

ABSTRACTThe purpose of this paper is to offer accounting educators additional perspectives for ethics education by considering teaching approaches from medicine and law. It takes the form of literature review and argument. The paper finds that ethics education in accounting shows deficiencies in terms of code-bound content, less systematic formal training, less informal hands-on training, and less usage of partnering in comparison to ethics education in medicine and law, thereby producing students with higher moral cognitive capabilities. Based on these findings, the authors provide some recommendations for improvement.Data Availability:  Data used in this study are available from the first author upon request.

scholarly journals Business Ethics Education: One Management Educators Perspective

2006 ◽  
Vol 3 (10) ◽  
Author(s):  
Nancy J. Niles
Keyword(s):  
Business Ethics ◽  
Ethics Education ◽  
Ethical Issues ◽  
Business Students ◽  
Ethical Reasoning ◽  
Ethical Challenges ◽  
Business Ethics Education ◽  
Business Faculty ◽  
Resource Center ◽  
The Past

Results from the 2005 National Business Ethics Survey (NBES) indicate that over half of employees observed at least one type of misconduct in the workplace during the past 12 months, with nearly 40% observing two or more violations (http://www.ethics.org). The President of the Ethics Resource Center, Dr. Patricia Harned, has stated that this statistic has not changed much over the past 5 years even though there is a rise in the number of companies that have implemented ethics programs (http://www.ethics.org) Business faculty has the opportunity to provide business students with ethical reasoning opportunities to meet these ethical challenges successfully.  AACSB has stated in their 2004 Ethics Education in Business Schools that…business education must encourage students to develop an understanding of the challenges surrounding business ethics and provide students with the tools to recognize and respond to ethical issues, both personally and organizationally (9). This paper outlines a proposed undergraduate business ethics education model that is developed in compliance with AACSB standards.

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