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. "

scholarly journals Development of Bioethics and Clinical Ethics in Bulgaria

Folia Medica ◽  
2017 ◽  
Vol 59 (1) ◽  
pp. 98-105 ◽  
Author(s):  
Silviya S. Aleksandrova-Yankulovska
Keyword(s):  
Medical Ethics ◽  
Clinical Ethics ◽  
Ethics Education ◽  
Ethics Consultation ◽  
Clinical Ethics Consultation ◽  
Medical Professionals ◽  
Clinical Settings ◽  
Choice Of Treatment ◽  
The Subject ◽  
Consultation Services

Abstract Background: Bioethics and clinical ethics emerged from the classical medical ethics in the 1970s of the 20th century. Both fields are new for the Bulgarian academic tradition. Aim: The aims of this paper were to demarcate the subject fields of medical ethics, bioethics, and clinical ethics, to present the developments in the field of medical ethics in Bulgaria, to delineate the obstacles to effective ethics education of medical professionals, and to present the results of the application of an adapted bottom-up methodology for clinical ethics consultation in several clinical units in Bulgaria. Materials and methods: Extended literature review and application of an adapted METAP methodology for clinical ethics consultation in six clinical units in the Northern Bulgaria between May 2013 and December 2014. Results: Teaching of medical ethics in Bulgaria was introduced in the 1990s and still stands mainly as theoretical expertise without sufficient dilemma training in clinical settings. Earlier studies revealed need of clinical ethics consultation services in our country. METAP methodology was applied in 69 ethics meetings. In 31.9% of them non-medical considerations affected the choice of treatment and 34.8% resulted in reaching consensus between the team and the patient. Participants’ opinion about the meetings was highly positive with 87.7% overall satisfaction. Conclusion: Development of bioethics in Bulgaria follows recent worldwide trends. Several ideas could be applied towards increasing the effectiveness of ethics education. Results of the ethics meetings lead to the conclusion that it is a successful and well accepted approach for clinical ethics consultation with a potential for wider introduction in our medical practice.

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. "

Preventing moral conflicts in patient care: Insights from a mixed-methods study with clinical experts

2021 ◽  
pp. 147775092110572
Author(s):  
Jan Schürmann ◽  
Gabriele Vaitaityte ◽  
Stella Reiter-Theil
Keyword(s):  
Risk Factors ◽  
Patient Care ◽  
Clinical Ethics ◽  
Process Model ◽  
Healthcare Professionals ◽  
Preventive Measures ◽  
Clinical Ethics Support ◽  
Ethics Support ◽  
Moral Problems ◽  
Early Indicators

Background and aim Healthcare professionals are regularly exposed to moral challenges in patient care potentially compromising quality of care and safety of patients. Preventive clinical ethics support aims to identify and address moral problems in patient care at an early stage of their development. This study investigates the occurrence, risk factors, early indicators, decision parameters, consequences and preventive measures of moral problems. Method Semi-structured expert interviews were conducted with 20 interprofessional healthcare professionals from 2 university hospitals in Basel, Switzerland. A Likert scale questionnaire was completed by the interviewees and analysed using descriptive and inferential statistics. Results Healthcare professionals are frequently exposed to a variety of moral problems, such as end-of-life decisions, resource allocation and assessing the patient's will or decisional capacity. Thirty-four different risk factors for moral problems are identified, e.g. patient vulnerability, divergent values or world views, inadequate resources or poor ethical climate. Twenty-one early indicators are recognised such as disagreement between healthcare professionals, patients and relatives, emotional disturbances, gut feeling or conflict of conscience. A variety of preventive measures are suggested and presented in a preventive clinical ethics support process model. The most helpful measures are early ethical conversations with colleagues, early team-internal ethical case discussions and an ethics-trained contact person on the ward. Ethics training, kerbside consultations, proactive ethics consultations, ethics screening and rounds are also considered helpful. Conclusions Clinical ethics support services should not only offer reactive and complex, but also proactive and low-threshold support for healthcare professionals, patients and relatives.

Patient involvement in clinical ethics services: from access to participation and membership

2009 ◽  
Vol 4 (3) ◽  
pp. 146-151 ◽  
Author(s):  
Gerald Neitzke
Keyword(s):  
Health Care ◽  
Health Care Professionals ◽  
Clinical Ethics ◽  
Policy Development ◽  
Ethics Education ◽  
Patient Involvement ◽  
Ethics Consultation ◽  
Hospital Staff ◽  
Case Consultation ◽  
The Right

Ethics consultation is a novel paradigm in European health-care institutions. In this paper, patient involvement in all clinical ethics activities is scrutinized. It is argued that patients should have access to case consultation services via clearly defined access paths. However, the right of both health-care professionals and patients indicates that patients should not always be notified of a consultation. Ethics education, another well-established function of an ethics committee, should equally be available for patients, lay people and hospital staff. Beyond access and utilization, lay membership on a clinical ethics service is a matter of transparency, equal participation, empowerment and democratization. Lay and patient perspectives will contribute to the quality of ethics services on all levels from case consultations to ethics education and policy development.

Structured learning for clinical ethics in anaesthesia

2016 ◽  
Vol 11 (4) ◽  
pp. 200-209
Author(s):  
Sri Logarajah ◽  
Sue Roff
Keyword(s):  
Medical Practice ◽  
Clinical Ethics ◽  
Ethics Education ◽  
Good Practice ◽  
General Medical Council ◽  
Structured Learning ◽  
Medical Council ◽  
Ethical Practice ◽  
Good Medical Practice ◽  
Education Decision

The ‘SLICE’ model for Structured Learning in Clinical Ethics provides a template to help medical professionals identify their own “moral compass” to provide guidance in complex ethical areas. The model has five domains – Conscience, Compliance, Concurrence, Conversation and Conversion. The use of ‘SLICE’ model as a tool for ethics education has been described in various undergraduate and postgraduate settings. These include teaching ethical aspects of transplantation; legislation for undergraduates and consent in paediatric anaesthesia. Its use as tool for teaching reflective ethical practice has been recently described demonstrating the potential of the SLICE model for supporting appraisal and professional development. In this article, we explore the suitability of the SLICE model to provide a general framework encompassing all the requirements for Ethical Clinical practice in anaesthesia. Good Medical Practice guidance produced by the General Medical Council and guidance provided jointly by the Royal College of Anaesthetists and Association of Anaesthetists of Great Britain and Ireland is used as the foundation for developing this framework. The Good Practice Guide for anaesthetic departments provides a solid ethical frame work for interpreting and applying Good Medical Practice guidance by the General Medical Council. Tools such as the SLICE model complement the guides produced by the professional organisations by providing a choice of different methods to facilitate education, decision making and reflective practice.

scholarly journals Establishing Clinical Ethics Committees in Primary Care: A Study from Norwegian Municipal Care

HEC Forum ◽  
2021 ◽  
Author(s):  
Morten Magelssen ◽  
Heidi Karlsen ◽  
Lisbeth Thoresen
Keyword(s):  
Primary Care ◽  
Clinical Ethics ◽  
Ethics Committees ◽  
Time Frame ◽  
Next Of Kin ◽  
Care Services ◽  
Clinical Ethics Committee ◽  
Primary Care Services ◽  
Moral Problems ◽  
High Level

AbstractWould primary care services benefit from the aid of a clinical ethics committee (CEC)? The implementation of CECs in primary care in four Norwegian municipalities was supported and their activities followed for 2.5 years. In this study, the CECs’ structure and activities are described, with special emphasis on what characterizes the cases they have discussed. In total, the four CECs discussed 54 cases from primary care services, with the four most common topics being patient autonomy, competence and coercion; professionalism; cooperation and disagreement with next of kin; and priority setting, resource use and quality. Nursing homes and home care were the primary care services most often involved. Next of kin were present in 10 case deliberations, whereas patients were never present. The investigation indicates that it might be feasible for new CECs to attain a high level of activity including case deliberations within the time frame. It also confirms that significant, characteristic and complex moral problems arise in primary care services.

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.

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