iEthics: An Interprofessional Ethics Curriculum

This article discusses the development, content, implementation, and evaluation of an interprofessional ethics curriculum that has been integrated as a required component of learning in the Faculty of Pharmaceutical Sciences at the University of British Columbia (UBC), along with 12 other health professional programs. We start by giving a background and rationale for the development of the integrated ethics (iEthics) curriculum, led by UBC Health, and provide an overview of the pedagogical approach used, curriculum model, and content. We outline the way in which the iEthics curriculum has been implemented in the Faculty and share findings from program evaluations. In the discussion section, we reflect on our experience as facilitators for the interprofessional workshops and link these experiences with the findings from the program evaluations. These reflections highlight the way in which the iEthics curriculum has been successful in meeting the desired outcomes of learning in terms of the interprofessional delivery, and provide insights into how the findings from the iEthics evaluation informed other modules in the integrated curriculum and its implementation in the Faculty of Pharmaceutical Sciences.

PERSEPSI AKUNTAN PENDIDIK DI KOTA PADANG TERHADAP IDE PENGINTEGRASIAN MUATAN ETIKA DALAM KURIKULUM AKUNTANSI

This research aims to describe perceptions of accounting lectures from 2 state universities in Padang (Universitas Negeri Padang and Universitas Andalas) about the idea integrating ethics into accounting curiculum. Data for this research were collected by using quessioner adopted from Fisher et al., (2005). As many as 42 quessioners (16 from UNP and 28 from UNAND) were returned back to the researchers, and then the collected data were analyzed using descriptive statistics tehniques. The research results proved that both accounting lectrures from UNP and UNAND were (1) stongly agree that ethical content should be embodied into accounting curriculum, (2) agree that ethical contents in accounting curriculum should be teached by a collaboration between accounting lectures and accounting practioners, (3) stongly agree that ethical conducts and moral obligations as an accountant were the main aspects that should be teached to accounting students, (4) agree that embodied ethical contents to every subjects in accounting curriculum was the best way in integrated ethics to accounting students, and (5) strongly agree that the best learning methods in integrated ethics for accounting students were using critical review on ethics articels and implementing those ethical values in every day life

Teaching Ethics to Engineering Students in India

Most engineering colleges in India have integrated ethics courses into their curriculum for the reason that students may develop an ethical ability to engage in sound decision making. However, there are differences noticed in defining the concept of “ethics” by the engineering students and the teachers who teach them ethics. Often, it is observed that students' positions with regard to ethics courses are egoistic pragmatism while the teachers follow idealistic pragmatism. This ideological difference makes teaching ethics to engineering students a difficult task and thus undermines the effectiveness of the ethics course. The major objective of this chapter therefore is to examine the extent to which the “gap” can be merged and make the students more ethically responsible. It also helps to achieve more job satisfaction for teachers. Finally, the chapter discusses some suggestions to make engineering students more ethically sensible.

Teaching Ethics to Engineering Students in India

Most engineering colleges in India have integrated ethics courses into their curriculum for the reason that students may develop an ethical ability to engage in sound decision making. However, there are differences noticed in defining the concept of “ethics” by the engineering students and the teachers who teach them ethics. Often, it is observed that students' positions with regard to ethics courses are egoistic pragmatism while the teachers follow idealistic pragmatism. This ideological difference makes teaching ethics to engineering students a difficult task and thus undermines the effectiveness of the ethics course. The major objective of this chapter therefore is to examine the extent to which the “gap” can be merged and make the students more ethically responsible. It also helps to achieve more job satisfaction for teachers. Finally, the chapter discusses some suggestions to make engineering students more ethically sensible.

Integrated Ethics Programs In The Healthcare Industry

The healthcare industry of the United States is undergoing extensive change to meet the needs of the Affordable Care Act of 2010. Organizations need to comply with a new macro-regulatory environment and establish institutionally based strategies that meet mandated standards and processes. The Act represents a shift from employer-sponsored insurance plans to a system where, depending upon subjective evaluations of what is on offer, consumers can shop around and purchase insurance plans listed in a federal or state marketplace. This means that healthcare providers are under intense political and public scrutiny. The new competitive environment may accelerate the shift from care-focused to efficiency-focused management initiatives within the healthcare industry and is viewed by some as an opportunity for contextual ambidexterity and conflict to emerge. In addition to establishing compliance programs to manage employees’ ethical conduct in an effort to meet the narrow and deterministic demands of governmental pressure, organizations may also introduce ethical programs that reflect organizational commitment, individual integrity, and the willingness to admit mistakes and be creative in problem-solving exercises.