scholarly journals Virtue and Care Ethics & Humanism in Medical Education: A Scoping Review

2021 ◽  
Author(s):  
David J. Doukas ◽  
David T. Ozar ◽  
Martina Darragh ◽  
Janet M. de Groot ◽  
Brian S. Carter ◽  
...  
Keyword(s):  
Health Care ◽  
Medical Education ◽  
Virtue Ethics ◽  
Scoping Review ◽  
Care Ethics ◽  
Health Professions ◽  
Health Professions Education ◽  
Exclusion Criteria ◽  
Health Ethics ◽  
English Articles

Abstract PURPOSE:This scoping review explores how virtue and care ethics are incorporated into health professions education and how these factors may relate to the development of humanistic patient care.METHOD:Our team identified citations in the literature emphasizing virtue ethics and care ethics (in PubMed, NLM Catalog, WorldCat, EthicsShare, EthxWeb, Globethics.net, Philosopher’s Index, and ProQuest Central) lending themselves to constructs of humanism curricula. Our exclusion criteria consisted of non-English articles, those not addressing virtue and care ethics and humanism in medical pedagogy, and those not addressing aspects of character in health ethics. We examined in a stepwise fashion whether citations: 1) Contained definitions of virtue and care ethics; 2) Implemented virtue and care ethics in health care curricula; and 3) Evidenced patient-directed caregiver humanism.RESULTS: 811 citations were identified, 88 intensively reviewed, and the final 25 analyzed in-depth. We identified multiple key themes with relevant metaphors associated with virtue/care ethics, curricula, and humanism education.CONCLUSIONS:This research sought to better understand how virtue and care ethics can potentially promote humanism and identified themes that facilitate and impede this mission.

scholarly journals Virtue and Care Ethics & Humanism in Medical Education: A Scoping Review 

2021 ◽  
Author(s):  
David Doukas ◽  
David Ozar ◽  
Martina Darragh ◽  
Brian Carter ◽  
Nate Stout ◽  
...  
Keyword(s):  
Health Care ◽  
Medical Education ◽  
Patient Care ◽  
Virtue Ethics ◽  
Scoping Review ◽  
Care Ethics ◽  
Exclusion Criteria ◽  
Health Ethics ◽  
Curricular Design ◽  
English Articles

Abstract PURPOSE: This scoping review explores how virtue and care ethics are incorporated into curricular design and how these factors relate to the development of humanistic patient care. METHOD: Our team identified citations in the literature emphasizing virtue ethics and care ethics (in PubMed, NLM Catalog, WorldCat, EthicsShare, EthxWeb, Globethics.net, Philosopher’s Index, and ProQuest Central) lending themselves to constructs of humanism pedagogy. Our exclusion criteria consisted of non-English articles, those not addressing virtue and care ethics and humanism in medical pedagogy, and those not addressing aspects of character in health ethics. We examined in a stepwise fashion whether citations: 1) Contained definitions of virtue and care ethics; 2) Implemented virtue and care ethics in health care pedagogy; and 3) Evidenced patient-directed caregiver humanism. RESULTS: 796 citations were identified, 88 intensively reviewed, and the final 25 analyzed in-depth. By first identifying multiple key themes with subsequent translation in virtue and care ethics (reciprocal translation), we developed a line of argument synthesis utilizing nine themes associated with virtue/care ethics, curricula, and humanism education. CONCLUSIONS: This research identified a line of argument synthesis regarding how virtue and care ethics can potentially promote humanism and identified themes that facilitate and impede this mission.

Challenges for implementing WFME standards for accreditation in health professions education in low and middle-income countries: a scoping review

2020 ◽  
pp. 1-30
Author(s):  
Aisha Rafi ◽  
Muhammad Idrees Anwar ◽  
Admin
Keyword(s):  
Medical Education ◽  
Scoping Review ◽  
Health Professions ◽  
Health Professions Education ◽  
Evidence Based ◽  
Inclusion Criteria ◽  
Middle Income ◽  
Middle Income Countries ◽  
Accreditation Standards

Abstract The accreditation standards developed by WFME are acknowledged as regulatory mechanism for quality assurance of medical education programs. The scoping review aims to collect all the published and unpublished evidence based on the inclusion criteria, to identify the barriers affecting the implementation of quality curriculum defined by WFME. It summarizes and presents the evidence-based challenges faced by middle and low income countries for accreditation process. The literature was searched using search terms, `challenges of WFME accreditation’, `barriers to accreditation’, `challenges to accreditation in health care system’, `hindrances to WFME accreditation standards’, `barriers to WFME standards’, in PubMed, ERIC, PsycINFO databases and Google scholar (for grey literature) to find the evidence published within last 10 years. This search strategy retrieved 922 publications and only 19 articles fulfill the inclusion criteria. A All those studies, which address the barriers or challenges to implementation of accreditation standards in medical education, were included. The inhibitors to implementation of curriculum in course other than medical education were excluded from the study. The included studies address the barriers to nine areas of WFME standards. The data was charted and QualSyst appraisal tool was used to appraise the quality of studies included in review. The eligibility of selected articles was carried out by using the validated QualSyst checklist to assess the quality of included studies.  The scoping review will inform and lay the foundation for more empirical studies on quality improvement in health professions education particularly in low and middle-income countries. Keywords: Challenges of accreditation,

scholarly journals Area of Interest of Indonesian Researches in Medical and Health Professions Education: Future Direction

2017 ◽  
Vol 6 (2) ◽  
pp. 67
Author(s):  
Mora Claramita ◽  
Gandes Retno Rahayu ◽  
Rahmi Surayya ◽  
Abu Bakar ◽  
Murti Mandawati ◽  
...  
Keyword(s):  
Medical Education ◽  
Student Assessment ◽  
Universal Coverage ◽  
Health Professions ◽  
Health Professions Education ◽  
Team Work ◽  
Area Of Interest ◽  
Study Results ◽  
Asian Context ◽  
Future Direction

Background: Medical education research has been flourished in the past two decades in Indonesia. It is highly important to study results of medical education researches in Indonesia to provide future direction for medical education. Six published literature in medical education from Asian context was used as the basis of this study.Method: We used the narrative review in which quantitative data were interpreted qualitatively. All national and international publication and the unpublished research in medical education from Indonesia between 2000 - 2013 were collected with multiple methods based on 8 criteria of inclusion/ exclusion. We also grouped the articles into quantitative and qualitative groups based on each method in each study.Results: Total articles interpreted was 151 and grouped into 17 areas of interest and level of evidences from ‘very rarely’ to ‘very frequently’ studied. Studies in the area of understanding problem–based learning (PBL) are still dominating the area of interest including the student-assessment within PBL program. Other areas are still rarely done, especially research in health professions education other than medical doctors.Conclusion: Research in medical education in Indonesia should be more stimulated; in terms of numbers and quality, more importantly to strive for future agent of culture, socio-economic and political changes based on the actual community problems in the universal coverage era toward solid interprofessional team work to accomplish patient safety.

Mobile Learning in Health Professions Education

2013 ◽  
pp. 193-205 ◽  
Author(s):  
Zarrin Seema Siddiqui ◽  
Diana Renee D. Jonas-Dwyer
Keyword(s):  
Professional Development ◽  
Health Care ◽  
Mobile Learning ◽  
Health Professions ◽  
Theoretical Framework ◽  
Continuous Professional Development ◽  
Health Professions Education ◽  
Implementation Framework ◽  
Technological Advances ◽  
The World

Recent technological advances have led to the adoption of mobile learning devices throughout the world and this is reflected in the articles that were reviewed in health professions education. Several criteria were used to review the selected articles, including the target group, phase of learning (undergraduate, postgraduate, or continuous professional development), the theoretical framework used, and the reported outcomes. The majority of the studies fit into Kirkpatrick’s first level of evaluation and report learners’ views of learning experiences. A smaller number of articles incorporated changes in learners’ behaviour, but only one reported benefits to the delivery of health care. To assist educators in using mobile learning as part of their teaching, an implementation framework including infrastructure, training, and ethical elements based on the literature reviewed is provided.

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