The Significance of the Hidden Curriculum in Medical Ethics

2013 ◽  
Vol 3 (4) ◽  
pp. 67-70 ◽  
Author(s):  
Satendra Singh
Keyword(s):  
Literature Review ◽  
Medical Ethics ◽  
Professional Education ◽  
Role Models ◽  
Medical Humanities ◽  
Hidden Curriculum ◽  
Ethical Dilemmas ◽  
Coping Mechanism

This commentary discusses the paper by Annaswamy Nalini, “The Significance of the Hidden Curriculum in Medical Ethics: Literature Review with Focus on Students' Experiences”. The ethical dilemmas encountered by students may be because of early induction of students into medicine. The rigours and demands of professional education also deny our adolescents the chance to grow. It is this fledgling state when the students need the guidance from near peers and role models the most. Ethical feedback and experiential methods under Medical Humanities have been suggested as a coping mechanism to reveal and address the “hidden” emotional ethical dilemmas.

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.

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.

scholarly journals Academic Librarians Have Concerns about Their Role as Teachers

2008 ◽  
Vol 3 (3) ◽  
pp. 73
Author(s):  
Virginia Wilson
Keyword(s):  
Qualitative Research ◽  
Literature Review ◽  
Professional Identity ◽  
Teacher Identity ◽  
Professional Education ◽  
Academic Library ◽  
Qualitative Inquiry ◽  
Academic Librarians ◽  
Significant Feature ◽  
Structured Interviews

A Review of: Walter, Scott. “Librarians as Teachers: A Qualitative Inquiry into Professional Identity.” College and Research Libraries 69.1 (2008): 51-71. Objective – This study explores how academic librarians are introduced to teaching, the degree to which they think of themselves as teachers, the ways in which being a teacher has become a significant feature of their professional identity, and the factors that may influence academic librarians to adopt a “teacher identity.” Design – A literature review extended by qualitative semi-structured interviews. Setting – The research took place at an American university with the Carnegie Foundation for the Advancement of Teaching designation of “Doctoral/Research — Extensive.” Subjects – Six academic librarians. Methods – The main feature of the article is an extensive literature review around the themes of LIS, teaching, and qualitative research methodologies. The literature review is supplemented by qualitative research consisting of semi-structured interviews of between 45 and 90 minutes each, which were conducted during spring 2004 with six librarians (five women and one man), whose length of professional service ranged from 2 to 32 years. All of the participants worked at the same institution. The data collected were reviewed throughout the process using field memos and a research log. The data were analyzed using a coding process where discrete ideas that emerged from the data were used to identify a small number of themes. The initial conclusions in the study were validated through member checking during the writing phase. “Member checking involves sharing draft study findings with the participants, to inquire whether their viewpoints were faithfully interpreted, whether there are gross errors of fact, and whether the account makes sense to participants with different perspectives” (Centre for Health Evidence). Main Results – Five themes around teaching and teacher identity as they pertain to academic librarians emerged from the data. The first theme was the centrality of teaching. Each participant sought out a position where the teaching role was valued. The role of teacher spilled over into the other roles of the librarian, i.e., reference service, collection development, etc. The next theme was the importance of collegial and administrative support, which is critical to the ability to focus on work as a teacher. The stress of multiple demands emerged as a theme, as time dedicated to teaching was often at the expense of something else. Another theme was the problems with professional education around teaching. Instruction course offerings in library schools were reported to be meagre, and some were badly planned and executed. The fifth theme involved stereotypes and misperceptions. Studies have shown that the academic library profession has been poorly understood by students and faculty. Study participants believed that many of their campus colleagues were either unaware of what they did, or were misinformed by popular culture stereotypes of librarians. Conclusions – The small sample size precluded the making of any definite conclusions based on the study results. Other limitations of the study include the relatively short amount of time spent in the interview process and the narrow range of librarians chosen to participate. The author notes that a subject pool more representative of academic librarians’ full range of opinions regarding the importance of teaching as a professional responsibility would have resulted in more complex themes emerging. While the author is aware of the study’s limitations, he feels there is value in the qualitative research design, in giving voice to individual librarians, and in the provision of insight into some of the research questions found in the literature of learning to teach and of teacher identity. Given the limitations, Walter makes three conclusions about his findings. He points out the lack of a formal introduction to teaching in many library programs which has been explored by other studies and concludes that his study “suggests that continuing lack of attention to this issue results in a difficult introduction into the profession for new academic librarians” (64). Regarding continuing and professional education, Walter concludes that “this study suggests that there are a number of important questions about the content and conduct of these opportunities for instruction librarians that have not been explored in the literature” (64). Finally, Walter concludes that “this study suggests that there is an important connection between research on student perceptions of academic librarians, the study of teacher identity, and the future of the profession” (64).

scholarly journals Organização do trabalho da enfermagem e assistência integral em saúde

2011 ◽  
Vol 2 (2) ◽  
pp. 137-140 ◽  
Author(s):  
Julieta Oro ◽  
Eliane Matos
Keyword(s):  
Health Care ◽  
Literature Review ◽  
Health Care System ◽  
Professional Education ◽  
Health Care Organization ◽  
Work Organization ◽  
Care Organization ◽  
Organization And Administration ◽  
Distribution Method ◽  
Level Government

Revisão integrativa da literatura, trazendo os debates e influências gerados pelos pressupostos de atenção integral à saúde/integralidade na assistência, sobre a organização do trabalho e modelos de distribuição de cuidado em enfermagem. Considerou-se a produção existente na BVS, no período de 2000 a 2010, totalizando 19 artigos. Enfermeiros têm refletido sobre a integralidade a partir das esferas de atenção, da formação profissional e da organização dos serviços, especialmente na saúde coletiva. Conclui-se sobre a necessidade de estudos relacionando a atual organização do trabalho de enfermagem e os métodos de distribuição de cuidados, especialmente no ambiente hospitalar.Descritores: Assistência Integral à Saúde, Organização e Administração, Enfermagem.Nursing work organization and integral health careIntegrative literature review bringing the debates and influences carried out by integral healthcare/ comprehensive care assumptions, about work organization and health care distribution in nursing. It was considered the BVS existing production, from 2000 to 2010, totalizing 19 abstracts. Nurses have been reflecting about the integrity from the level government health care system, the professional education and the services organization, especially in collective health. The conclusion is that there is a need for further studies related to nursing work and the health care distribution method, especially in the hospital environment.Descriptors: Integral Health Care, Organization and Administration, Nursing.Organización del trabajo de enfermería y asistencia integral en saludRevisión integrativa de la literatura trayendo los debates e influencias generadas por los presupuestos de atención integral a la salud/integralidad en la asistencia, sobre la organización del trabajo y modelos de distribución de cuidado en enfermería. Esta revisión ha considerado la producción existente en BVS, en el período desde 2000 a 2010, totalizando 19 artículos. Enfermeros han reflexionado sobre la integralidad a partir de las esferas de atención, formación profesional y organización de los servicios, especialmente en la salud colectiva. Se deduce que hay la necesidad de estudios que hagan relación entre la actual organización del trabajo de enfermería y los métodos de distribución de cuidados, especialmente en el ambiente hospitalario.Descriptores: Asistencia Integral a la Salud, Organización y Administración, Enfermería.

A review of digital curation professional competencies: theory and current practices

2018 ◽  
Vol 28 (1) ◽  
pp. 62-78 ◽  
Author(s):  
Yuanyuan Feng ◽  
Lorraine Richards
Keyword(s):  
Content Analysis ◽  
Literature Review ◽  
Professional Education ◽  
Empirical Studies ◽  
Management Science ◽  
Professional Competencies ◽  
Organizational Studies ◽  
Professional Competency ◽  
Content Type ◽  
Digital Curation

Purpose The purpose of this paper is to examine the concept of professional competency in current digital curation literature through the lens of competency theories in management science and organizational studies. This paper also aims to provide recommendations to articulate and expand professional competencies in future digital curation research and professional education. Design/methodology/approach The outcomes presented in this paper are based on a multi-disciplinary literature review and a qualitative content analysis. The literature review explores theoretical foundations of professional competency in management science and organizational studies and how the concept of professional competency is used in digital curation literature. The content analysis scrutinizes 16 digital curation publications that have discussed professional competency, with an in-depth examination of seven empirical studies in these publications. Findings The findings include: the concept of professional competency is inconsistently used in digital curation literature, the digital curation literature exhibits disparate coverage of different types of professional competencies, and the digital curation empirical studies often narrowly operationalize the concept of professional competency but the empirical studies using multiple or in-depth qualitative methods yield more comprehensive findings reflecting a broader scope of the concept. Originality/value Although past research focused on the competencies required for digital curation, there is no research scrutinizing the conceptual construct of professional competency in the digital curation literature. This paper will be of value to digital curation researchers and educators to better determine the competencies needed for digital curators as an emerging profession.

Attributes of a good nurse

2015 ◽  
Vol 24 (2) ◽  
pp. 238-250 ◽  
Author(s):  
Rahime Aydin Er ◽  
Mine Sehiralti ◽  
Aslihan Akpinar
Keyword(s):  
Nursing Students ◽  
Professional Education ◽  
Role Models ◽  
Professional Competence ◽  
Nursing Program ◽  
First Year ◽  
Training Methods ◽  
Survey Form ◽  
Good Nurse ◽  
Material Values

Background: The opinions of students regarding the attributes of a good nurse can make a major contribution to the planning and the conducting of professional education. There are few studies which aim at identifying the qualifications of a good nurse from the perspectives of nursing students. Objectives: To determine the opinions of first- and fourth-year nursing students concerning the ‘attributes of a good nurse’, and whether and how their views change depending on their year of study. Research design: Descriptive research. Participants and research context: This study was conducted in the nursing department of a vocational school of health in the 2010/2011 academic year. The study participants consisted of first-year and intern students. A survey form was used to identify characteristics of participants, and students were asked the following open-ended question about their opinions related to the attributes of a good nurse. Ethical considerations: The permission was taken from the school administration. Informed consent was obtained, and anonymity was ensured for participating students. Findings: A total of 120 students participated in this study. Most frequently expressed attributes were ‘professional competence’ in first-year and ‘responsibility’ in fourth-year students. While first-year students placed a greater emphasis on the attributes of ‘geniality’, ‘patience’, ‘calmness’, ‘love of nursing’, ‘loyalty to nursing’ and ‘not attaching importance to material values’, fourth-year students emphasized the attributes of ‘empathy’, ‘honesty’, ‘responsibility’ and ‘scientific curiosity’ significantly more. Discussion and conclusion: Fourth-year students placed a greater emphasis on the attributes which the students are expected to acquire through a nursing program and clinical experience. However, they mentioned the attributes related to a good nurse–patient relationship and communication significantly less. Appropriate ethical training methods and good role models can help students acquire attributes that are important for the nursing profession and combine them with the attributes they already have.

Medical Humanities

2011 ◽  
pp. 210-227 ◽  
Author(s):  
P. Ravi Shankar
Keyword(s):  
Medical Ethics ◽  
Medical Humanities ◽  
Medical Schools ◽  
Developing Nations ◽  
The Arts ◽  
Ethics Teaching ◽  
The Subject ◽  
Definition Of ◽  
Developed Nations ◽  
The Relationship

Medical Humanities (MH) provide a contrasting perspective of the arts to the ‘science’ of medicine. A definition of MH agreed upon by all workers is lacking. There are a number of advantages of teaching MH to medical students. MH programs are common in medical schools in developed nations. In developing nations these are not common and in the chapter the author describes programs in Brazil, Turkey, Argentina and Nepal. The relationship between medical ethics and MH is the subject of debate. Medical ethics teaching appears to be commoner compared to MH in medical schools. MH programs are not common in Asia and there are many challenges to MH teaching. Patient and illness narratives are become commoner in medical education. The author has conducted MH programs in two Nepalese medical schools and shares his experiences.

Sign in / Sign up

Export Citation Format

Share Document