Journal ArticleDOI
In-Depth Learning: One School's Initiatives to Foster Integration of Ethics, Values, and the Human Dimensions of Medicine
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It is proposed that a theme-based, individualized, in-depth learning experience (in which students pursue a focused project comprehensively and in detail)--one that is an integral part of the curriculum--helps students learn to blend values and ethics with medicine in a way that cannot occur during rapid-paced topical survey courses.Abstract:
Today's medical student curriculum is a lock-step experience that provides a broad survey of medicine with little opportunity to pursue fully integrated, in-depth learning. To teach students about the human dimensions of health care, many schools simply have added courses that survey general areas such as ethics, values, and patient-doctor relationships. However, a superficial, broad-brush approach does not offer students sufficient opportunity to engage with these topics in substantive and meaningful ways. The authors propose that a theme-based, individualized, in-depth learning experience (in which students pursue a focused project comprehensively and in detail)--one that is an integral part of the curriculum--helps students learn to blend values and ethics with medicine in a way that cannot occur during rapid-paced topical survey courses. Furthermore, it is in the depths of a learning experience that one comes face to face with the realities of uncertainty: the realization that unanswerable questions outnumber answerable ones; the awareness of the difficulty in accumulating sufficient evidence to answer a question that is, in fact, answerable; the recognition that many patients' problems transcend available evidence and must be addressed by the art of medicine; the realization that a patient can have a condition that one cannot diagnose and that may even get better for reasons that one cannot understand. The authors describe three initiatives at the University of Pittsburgh School of Medicine, two of which have been offered for more than 10 years, that illustrate the value of in-depth learning experiences. These in-depth experiences blend situated learning, reflective exercises, faculty mentoring, critical reading of literature, and constructive feedback in a prescribed but individualized curriculum.read more
Citations
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Postgraduate ethics training programs: a systematic scoping review.
Daniel Zhihao Hong,Jia Ling Goh,Zhi Yang Ong,Jacquelin Jia Qi Ting,Mun Kit Wong,Jiaxuan Wu,Xiu Hui Tan,Rachelle Qi En Toh,Christine Li Ling Chiang,Caleb Wei Hao Ng,Jared Chuan Kai Ng,Yun Ting Ong,Clarissa Wei Shuen Cheong,Kuang Teck Tay,Laura Hui Shuen Tan,Gillian Li Gek Phua,Warren Fong,Warren Fong,Limin Wijaya,Limin Wijaya,Shirlyn Hui-Shan Neo,Alexia Sze Inn Lee,Min Chiam,Annelissa Mien Chew Chin,Lalit Kumar Radha Krishna +24 more
TL;DR: In this paper, a systematic scoping review on postgraduate medical ethics training and assessment is presented, which adopts the Systematic Evidence Based Approach (SEBA) to create a transparent and reproducible review.
References
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Book
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Jeanne Lave,Etienne Wenger +1 more
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Eliciting Self‐Explanations Improves Understanding
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Journal ArticleDOI
Contrasting forms of understanding for degree examinations: the student experience and its implications
Noel Entwistle,Abigail Entwistle +1 more
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