Interprofessional Clinical Ethics Education: The Promise of Cross-Disciplinary Problem-Based Learning

Kurtz, Melissa J.; Starbird, Laura E.

doi:10.1001/journalofethics.2016.18.9.nlit1-1609

Cited by 16 publications

(6 citation statements)

References 13 publications

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“…From a public health viewpoint, it is also clear that health professions should seek to promote health equity at the community level (Browne et al, 2012 ). Therefore, educational interventions that allow individuals to reflect on dilemma situations and share their opinions with colleagues, such as problem-based learning classes using various real cases, will be required, which can improve their coping strategies for the situation and professional development (Khatiban et al, 2019 ; Kurtz & Starbird, 2016 ; Ribeiro et al, 2021 ).…”

Section: Discussionmentioning

confidence: 99%

Effects of perspective switching and utilitarian thinking on moral judgments in a sacrificial dilemma among healthcare and non-healthcare students

et al. 2023

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During the COVID-19 pandemic, healthcare professionals have often faced moral challenges, which required them to choose between endorsing self- or other-sacrifice for the greater good. Drawing on the altruistic rationalization hypothesis and trait-activation theory, this study investigates (a) whether healthcare students’ endorsement of utilitarian solutions to sacrificial moral dilemmas varies when they are confronted with the minority group, majority group, or third-person perspective on the given dilemma and (b) whether individual differences in utilitarian thinking, as measured by the Oxford Utilitarianism Scale (both instrumental harm and impartial beneficence), predict endorsement of utilitarian solutions to moral dilemmas. The study population was divided into a group of healthcare students and a group of non-healthcare students. It was found that the members of both groups expressed a stronger pro-utilitarian position when making moral dilemma judgments from a majority perspective than from the two other perspectives. However, a difference was observed with healthcare students being more reluctant to endorse the utilitarian action than their non-healthcare counterparts in the self-in-majority context. The instrumental harm component was a significant predictor of utilitarian judgments in the healthcare group, but impartial beneficence significantly predicted utilitarian judgments in the non-healthcare group in the self-in-majority context.

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Section: Discussionmentioning

confidence: 99%

Effects of perspective switching and utilitarian thinking on moral judgments in a sacrificial dilemma among healthcare and non-healthcare students

et al. 2023

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“…Problem-based learning, which typically uses specific case scenarios to teach basic and clinical medicine through self-directed and cooperative learning, has been proposed as an effective way of providing ethics education for healthcare students [ 49 ]. Similarly, it has been found that working with critical incidents could be an effective way of dealing with the real-life ethical dilemmas [ 38 ].…”

Section: Discussionmentioning

confidence: 99%

The effect of deliberative process on the self-sacrificial decisions of utilitarian healthcare students

Shin

Kim

et al. 2022

BMC Med Ethics

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Background The COVID-19 pandemic has highlighted prosocial behavior as a professional healthcare core competency. Although medical students are expected to work in the best interests of their patients, in the pandemic context, there is a greater need for ethical attention to be paid to the way medical students deal with moral dilemmas that may conflict with their obligations. Methods This study was conducted in the spring semester of 2019 on 271 students majoring in health professions: medicine, dentistry, and veterinary medicine. All participants provided informed consent and completed measures that assessed utilitarian moral views, cognitive reflections, cognitive reappraisal, and moral judgment. Results The healthcare-affiliated students who scored higher on the instrumental harm subscale in the measurement of utilitarian moral views were more likely to endorse not only other-sacrificial actions but also self-sacrificial ones for the greater good in moral dilemma scenarios. In particular, those engaged in deliberative processes tended to make more self-sacrificial judgments. The mediation analysis also revealed that the effect of deliberative processes on self-sacrificial judgments was mediated by cognitive reappraisal. Conclusions These findings suggested that cognitive reappraisal through deliberative processes is involved when the students with utilitarian inclination make prosocial decisions, that it is necessary to consider both moral views and emotional regulation when admitting candidates, and that moral education programs are needed in the healthcare field.

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“…Interprofessional preparation of case material ensures that adequate details are included to allow students to apply their profession-specific knowledge and skills to address the interface between clinical and ethical considerations, resulting in a more authentic learning experience for all students. 20…”

Section: Discussionmentioning

confidence: 99%

Incorporating Ethics Content Throughout an Integrated Pharmacy Curriculum

Stratton

2020

American Journal of Pharmaceutical Education

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Objective. To describe how Ethics content, formerly taught as a third-year stand-alone course, was incorporated into nine didactic courses across all three years, and into IPPEs and APPEs in a newly-integrated, two-campus PharmD curriculum at the University of Minnesota. Curriculum changes were intended to (1) provide students with opportunities to discuss and apply Ethics concepts several times throughout the curriculum, and (2) highlight Ethics topics relevant to material students were learning in the host course at the time. Methods. The free-standing one-credit required Ethics course from the old curriculum was eliminated. Partnering with Course Directors from nine required courses across all three years of the didactic curriculum and with the Office of Experiential Education, an Integrated Ethics syllabus was created that provided each class of approximately 170 students with at least one credit of didactic Ethics instruction and added Ethics activities to the experiential curriculum. Learning approaches include lecture, case analysis and discussions with preceptors. Assessment approaches include written case analysis, multiple-choice and true/false questions, case vignette-based short-answer essay questions, and student discussions with preceptors. Results. Students consistently rate the Ethics sessions as useful, but some students find repeated application of the ethics problem-solving framework tedious and repetitive. Conclusion.It is possible to embed Ethics topics within different courses as part of an integrated PharmD curriculum rather than offer a stand-alone Ethics course at a single time point in the curriculum. Students report appreciating this integration approach. Challenges remain to adequately assess student ability to apply Ethics principles.

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Interprofessional Clinical Ethics Education: The Promise of Cross-Disciplinary Problem-Based Learning

Cited by 16 publications

References 13 publications

Effects of perspective switching and utilitarian thinking on moral judgments in a sacrificial dilemma among healthcare and non-healthcare students

Effects of perspective switching and utilitarian thinking on moral judgments in a sacrificial dilemma among healthcare and non-healthcare students

The effect of deliberative process on the self-sacrificial decisions of utilitarian healthcare students

Incorporating Ethics Content Throughout an Integrated Pharmacy Curriculum

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