Finding effective strategies for teaching ethics: a comparison trial of two interventions.
TLDR
Students’ recognition and assessment of ethical issues in pediatrics improves following a case-based exercise with structured feedback, and group discussion may optimize the learning experience and increase students’ satisfaction.Abstract:
PurposeTo compare the effects of two teaching methods (written case analyses and written case analyses with group discussion) on students’ recognition and assessment of common ethical dilemmas.MethodIn 1999–2000, all third-year students at the University of Washington School of Medicine on aread more
Citations
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Medical ethics education: where are we? Where should we be going? A review.
TL;DR: Deep shortcomings exist in the literature on medical ethics education and the field would benefit from further theoretical work aimed at better delineating the core content, core processes, and core skills relevant to the ethical practice of medicine.
Journal ArticleDOI
A conceptual framework for developing teaching cases: a review and synthesis of the literature across disciplines
TL;DR: This chapter discusses the role a discussion facilitator plays in case‐based teaching and the debate on the influence of the format and structure of cases on learning is controversial.
Journal ArticleDOI
Humanities in undergraduate medical education: a literature review.
Jakob Ousager,Helle Johannessen +1 more
TL;DR: Evidence on the positive long-term impacts of integrating humanities into undergraduatemedical education is sparse and may pose a threat to the continued development of humanities-related activities in undergraduate medical education in the context of current demands for evidence to demonstrate educational effectiveness.
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The relationship of ethics education to moral sensitivity and moral reasoning skills of nursing students
TL;DR: The results showed that moral sensitivity scores in patient-oriented care and conflict were higher in senior students than in freshman students, and more hours of ethics content were associated with higher principled thinking scores of senior students.
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The effect of team-based learning in medical ethics education.
TL;DR: The application of TBL to medical ethics education improved student performance and increased student engagement and satisfaction and the TBL method should be considered for broader application in medical education.
References
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Journal ArticleDOI
Defining and Assessing Professional Competence
TL;DR: An inclusive definition of competence is generated: the habitual and judicious use of communication, knowledge, technical skills, clinical reasoning, emotions, values, and reflection in daily practice for the benefit of the individual and the community being served.
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The Hidden Curriculum, Ethics Teaching, and the Structure of Medical Education.
TL;DR: The authors challenge a prevailing belief within the culture of medicine that while it may be possible to teach information about ethics, course material or even an entire curriculum can in no way decisively influence a student's personality or ensure ethical conduct.
Book
Moral Development in the Professions : Psychology and Applied Ethics
James R. Rest,Darcia Narvaez +1 more
TL;DR: This book discusses Moral Reasoning in Medicine, College Teaching and Student Moral Development, and Tracking the Moral Development of Journalists: A Look at Them and Their Work.
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Characteristics of the informal curriculum and trainees' ethical choices.
TL;DR: In a plenary session and break-out sessions, the 150 participants, representing a wide variety of medical and professional specialties and roles, discussed the factors and programs that affect medical trainees' development of ethical and professional standards of behavior.
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Measuring the ethical sensitivity of medical students: a study at the University of Toronto.
TL;DR: Ethical sensitivity, as measured by this instrument, is not related to age or grade-point average, and increases between the 1st and 2nd year and then decreases throughout the rest of undergraduate medical training, such that the 4th-year students identify fewer issues than those entering medical school.