Ethics Teaching in Education for Sustainable Development

Education for sustainable development (ESD) is nowadays internationally considered an important aspect of the overall education of children and young people in the world. It is included among the goals of the UN 2030 Agenda for Sustainable Development. Besides its content – sustainable development – ESD is also characterized by its emphasis on a democratic and participatory educational procedure. In this paper, we show how both these aspects of ESD – its content and procedure – reveal the importance of bringing ethical considerations into ESD, as well as provide challenges for ethics teaching in ESD. Keywords: education for sustainable development (ESD), sustainable development, ethics education, teaching ethics, participatory education, controversial issues

Instructing AI Ethics and Human Rights

This chapter will exploit emerging issues of AI and current literature on AI ethics and human rights teaching. The authors will exploit understanding AI ethics and human rights in daily life and offer teaching methodologies to explain how to teach AI ethics and human rights in K-12 learning environments. Furthermore, the chapter will be devoted to the latest trends and issues on how to teach AI ethics and humans rights teaching in K-12 learning environments. Particular emphasis will be made on a survey of existing ethics teaching methodologies and how to adopt existing teaching strategies into AI ethics teaching in order to improve their understanding on AI ethics and human rights.

Exploring the Ethical Constructs of Dental Patients to Guide Dental Ethics Teaching

BackgroundDental ethics as a construct is mostly developed based on the ethics theory and experiences of professionals. Dental patients, as a stakeholder can guide us about their ethical constructs thereby curriculum developer can contextualize ethics to the local needs. The purpose of this study is to explore the ethical constructs of dental patients to guide dental ethical teaching. MethodsA grounded theory approach, inspired by the socio-constructivist paradigm was used for data collection. The duration of the study was six months and non-probability, purposive, convenience, theoretical sampling was used. Dental patients visiting the various department of dental colleges in Lahore, Pakistan were interviewed to explore their ethical constructs and thematic analysis was done. ResultsNineteen dental patients were interviewed. Three themes were derived from four hundred and sixty-two codes. Three themes were: dental patient ethical constructs, dental ethics teaching, and ethical context. Under these themes, honesty, good communication ethics and respect for patients were the main ethical constructs of dental patients. Dental patient also emphasized effective ethics teaching and assessment. Finally, for the dental patient, religion and economic condition were two main contextual factors effecting ethical construct. ConclusionDental patient desire honesty, good communication ethics, and respect for patient from dental students. The patient defined ethical context and ethical constructs may help curriculum developer to contextualize and emphasize dental ethics teaching. Religion and the financial aspect are the two contextual factors effecting ethical construct that play key roles.

Teaching Medical Ethics and Professionalism to Undergraduate Medical Students in an Innovative Way

BACKGROUND Medical education curriculum in India focuses on the clinical skills of the medical students as cornerstone, but patient and patient party dealings and to work as a member of health care provider team, one requires communication skills, interpersonal skills, management skills, professionalism and ethics. Teaching learning methods (TLM) for imparting module of professionalism and ethics have to be innovative and nonconventional also. In the present study, we tend to assess the effectiveness of exposure to realistic clinical scenarios in pathology department, in teaching medical ethics and professionalism, to undergraduate medical students. METHODS This is an experimental, interventional study that included 200 students. All have attended “just-in-time” lectures on attitude, communication, professionalism and ethics (AETCOM) delivered by faculties. After the 15 days of lecture session, all the students were assessed about their skill of AETCOM by conducting objective structured practical examination (OSPE). In the next phase exposure to realistic clinical scenarios in the Departmental laboratory of Pathology, under the guidance of faculties was also arranged. After the exposure session to real life scenario, all the students were assessed about their skill of AETCOM again by conducting OSPE and their performance was compared with the previous OSPE score. Feedback from the exposed students was also taken in prescribed proforma of 7-point Likert scale. RESULTS Mean pre exposure OSPE score was 18.66 and mean post exposure OSPE score was 27.22. The result shows that the difference was significant (P < 0.001). 38.5 % students were extremely satisfied with the experience of exposure to real life situation in pathology lab and 50 % students were very satisfied with the experience of exposure. In the present study, mean learning gain is 77 %. CONCLUSIONS Professionalism and ethics should neither be introduced in isolation from other medical graduation course contents nor be assessed so. It should be coherently assimilated with the current curriculum. KEYWORDS Communication Skills, Interpersonal Skills, Professionalism, Ethics, Teaching Learning Methods (TLM)

Ethics simulation in nursing education: Nursing students' experiences

Background: Ethics stimulation in nursing education focuses on human, non-technical factors in a clinical reality. Simulation as a teaching method began in the 1930s with flight simulators. In the beginning of the 1990s, simulations developed further in tandem with other technological and digital inventions, including touchscreen and three-dimensional anatomical models. Medical science first used simulation as a pedagogical teaching tool. In nursing education, simulation has been used for approximately a hundred years. Teaching has mainly focused on medical-technical, patient-specific interventions and their management. Objective: The objective of this study was, from a caring science didactic perspective, to deepen the understanding of ethics simulation in nursing education. Design: Qualitative design and explorative, descriptive and hermeneutic approach of an inductive character. Methods: Semi-structured face-to-face interviews in 2016–2017 with six Norwegian nursing students who were encouraged to narrate about their experiences of ethics simulation in nursing education. Ethical considerations: Informed consent was obtained from the participants. Anonymity and confidentiality regarding data material were guaranteed. Results: Interpretation of the nursing students’ narratives resulted in the following meaning units: ethical being and ethos, nursing students’ formation process, bridge-building between theory and clinical practice, and teacher and ethics simulation. Conclusion: Through ethics simulation, nursing students can obtain an increased knowledge and a sense of being able to handle difficult ethical situations. Nursing students’ values, moral actions and ethical value base offer a positive point of departure, for both theoretical and practical ethics teaching, and an awareness of the unique human being, the patient, in clinical reality. The implementation of ethics simulation needs more attention in nursing education.

‘Prescription’ for Purposeful Adaptation of Professionalism-and-Ethics Teaching Strategies for Remote Delivery

This case report outlines the strategies underpinning the adaptation of professionalism and ethics strand (P&E) teaching for remote delivery on a Pharmacy programme in response to COVID-19 restrictions. In line with national and University guidance, P&E teaching detailed in this report was delivered online in late 2020. Sessions were generally live and recorded, although some content was pre-recorded using video-capture software. All learning activities, recordings and supporting resources are accessible to students on the University’s Virtual Learning Environment. This report reflects on the curriculum, pedagogy and content of P&E teaching, with particular emphasis on teaching related to professional identity formation and moral reasoning competencies development. Design, development and delivery of remote online teaching is considered in the context of P&E teaching. Strategies used to plan for adaptation and delivery of interactive online teaching sessions aligned with P&E teaching are described. Key findings support a scholarship of teaching approach when planning for adaptation to remote online teaching. Purposeful consideration of existing curricular, pedagogical and instructional design enables the teacher to identify critical P&E teaching activities potentially compromised by the move to the online environment. Informed integration of available instructional tools to teaching activities follows. The report concludes with recommendations for future research.