Cognitive maps and the structure of observed learning outcome assessment of physiotherapy students’ ethical reasoning knowledge

Jones, Mark; Kessel, Gisela van; Swisher, Laura Lee; Beckstead, Jason W.; Edwards, Ian

doi:10.1080/02602938.2013.772951

Cited by 14 publications

(21 citation statements)

References 34 publications

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“…This is in line with the scarce literature on the subject, as there has been little research to validate existing methods for ethics teaching in rehabilitation [34,21,22]. Rather, participants discussed what was working practically in their classroom, and this allowed the tacit and experiential knowledge of ethics educators to be collected.…”

Section: Discussionmentioning

confidence: 57%

“…In the US, Swisher and colleagues [21] used the same measure to evaluate the change in PT students following an intensive ethics course, and results indicated an increase in students' ethical reasoning. In addition, a recent study by Jones and colleagues [22] used cognitive maps to assess PT students' ethical learning after the completion of a six-week intensive ethics course and found that students' organization of ethical components was richer and more elaborate. While these different evaluation methods aim to assess students' learning in terms of ethical decision-making and reasoning, as well as ethical knowledge, they are still limited in their capacity to assess the complex dimensions of students' ethical learning.…”

Section: Introductionmentioning

confidence: 99%

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Ethics teaching in rehabilitation: results of a pan-Canadian workshop with occupational and physical therapy educators

Hudon

Perreault

Laliberté

et al. 2016

Disability and Rehabilitation

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Purpose: Ethical practice is an essential competency for occupational and physical therapists.However, rehabilitation educators have few points of reference for choosing appropriate pedagogical and evaluation methods related to ethics. The objectives of this study were to: 1) identify priority content to cover in ethics teaching in occupational therapy (OT) and physical therapy (PT) programs and 2) explore useful and innovative teaching and evaluation methods.

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Section: Discussionmentioning

confidence: 57%

Section: Introductionmentioning

confidence: 99%

Ethics teaching in rehabilitation: results of a pan-Canadian workshop with occupational and physical therapy educators

Hudon

Perreault

Laliberté

et al. 2016

Disability and Rehabilitation

View full text Add to dashboard Cite

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“…There were multiple studies conducted in Australia [8,36,37], Canada [13,38,39], and the United States of America (USA) [10,35,40]. Most included studies (n=8/11, 72.7%) evaluated intradisciplinary learning outcomes for students enrolled in physiotherapy [8,[36][37][38], occupational therapy [13,35,40] and dietetics [41] programs. However, it is important to note that three Australian studies sampled the same group of physiotherapy students [8,36,37] and the publications are based on the same educational program.…”

Section: Study Characteristicsmentioning

confidence: 99%

“…The pedagogical approach used by educators was varied, comprising learning approaches across transformative learning [8,13,36,37], constructivist [37,42], arts-based [13], inter-professional learning [41,42], problem-based learning [38,39] and experiential learning [40] approaches. The remaining studies in this review did not specify a particular approach [10,35].…”

Section: Pedagogy and Content Of Interventionsmentioning

confidence: 99%

“…Most included studies (n=8/11, 72.7%) evaluated intradisciplinary learning outcomes for students enrolled in physiotherapy [8,[36][37][38], occupational therapy [13,35,40] and dietetics [41] programs. However, it is important to note that three Australian studies sampled the same group of physiotherapy students [8,36,37] and the publications are based on the same educational program. There were three studies which recruited participants from more than one allied health discipline; combining students from physiotherapy with those from occupational therapy [10,39], and pharmacy [42] programs.…”

Section: Study Characteristicsmentioning

confidence: 99%

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Ethics Education in Allied Health: A Systematic Review of Learning Outcomes for Entry-Level Students

Wiles

Murray²,

Baker³

et al. 2016

HSS

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Abstract:The complexities of modern healthcare pose a range of ethical issues for health professionals. In preparing student health professionals for these complexities, entry-level education must go beyond exposure to ethical theory, codes and standards. The aim of this systematic review was to determine the student learning outcomes reported in peer-reviewed allied health literature following ethics training. The review method included an a priori protocol, adherence to PRISMA statement, with critical appraisal via the Critical Appraisal Checklist for an Article on an Educational Intervention and The Critical Appraisal Skills Program (CASP) Qualitative Checklist. From a total of 1237 possible records published between 1991 and 2015, 11 studies of variable methodological quality met the inclusion criteria for final synthesis. Studies focused on teaching to occupational therapy, physiotherapy, pharmacy and dietetics students (n=588). Heterogeneity among studies precluded metaanalysis and data were synthesised qualitatively in a narrative format. A range of outcomes measures were used in the reviewed publications including the Structure of the Observed Learning Outcomes (SOLO), Defining Issues Test (DIT), Readiness for Interprofessional Learning Scale (RIPLS), Attitudes to Health Professionals Questionnaire (AHPQ), Student Development Task Lifestyle Inventory (SDTLI) and the Socio-moral Reflection Measure-short form (SRM-SF). Other studies surveyed students at the completion of the educational intervention using free text questions or Likert scales. The pedagogical approach used was varied, including transformative, constructivist, arts-based, inter-professional, problem-based or experiential learning approaches. The findings of this review suggest that given the current body of evidence, the teaching of ethics to and for allied health students should include the delivery of ethics focused content, be intensive in nature, link theory with real-life situations and practice, and expose students to multiple views using a variety of methods such as reflection and discussion of ambiguous, controversial topics. While the exact prescription of ethics training to maximise efficacy and uptake is unknown, there is some suggestion that immediate learning outcomes may follow a dose-response pattern, providing potential for future teaching models to incorporate repeated ethics exposure support for cumulative and sustained learning.

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Assessment of Ethical Understanding—Tools, Techniques and Strategies

Saxena¹

2019

Ethics in Science

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Cognitive maps and the structure of observed learning outcome assessment of physiotherapy students’ ethical reasoning knowledge

Cited by 14 publications

References 34 publications

Ethics teaching in rehabilitation: results of a pan-Canadian workshop with occupational and physical therapy educators

Ethics teaching in rehabilitation: results of a pan-Canadian workshop with occupational and physical therapy educators

Ethics Education in Allied Health: A Systematic Review of Learning Outcomes for Entry-Level Students

Assessment of Ethical Understanding—Tools, Techniques and Strategies

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