Ethics education for pediatric residents: a review of the literature

Deonandan, Raywat; Khan, Hafsa

doi:10.36834/cmej.36584

Cited by 14 publications

(9 citation statements)

References 17 publications

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“…In addition, residents of pediatrics with multiple roles in their career as educators, students and clinicians, studentship, and clinician face particular moral challenges (10). Residents often encounter additional challenges compared to the other disciplines because of having to deal with patients, who are receiving healthcare services as well as their families (11).…”

Section: Introductionmentioning

confidence: 99%

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Ethical Challenges in Pediatrics from the Viewpoints of Iranian Pediatric Residents

et al. 2017

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Background: Some ethical challenges have emerged along with advances within the field of pediatrics. Meanwhile, the residents of pediatrics face particular ethical challenges, since they have different roles in their professional career as educators, students, advocators, and clinicians. Objectives: The aim of the present study was to identify ethical challenges in the field of pediatrics from the viewpoints of Iranian pediatric residents Methods: This cross-sectional study was conducted during 9 months. The studied population consisted of 90 residents of pediatrics studying at Tehran University of Medical Sciences in Tehran, capital of Iran. Sampling was conducted in the form of census counts of a 32-item instrument that evaluated ethical challenges in the field of pediatrics. Validity and reliability of this questionnaire were evaluated by experts in the field of medical ethics and pediatrics. Data were analyzed using the SPSS software using descriptiveanalytic statistic methods. Results: The most serious ethical challenges in the field of pediatrics were providing enough information to obtain informed consent (4.74 ± 0.22), dealing effectively with the conflicts of decision-making by the sick children and their families (4.68 ± 0.14), giving bad news to the sick children or their parents as appropriately as possible (4.64 ± 0.18), and taking necessary actions in dealing with cases of child maltreatment (4.62 ± 0.16), respectively. In addition, based on linear regression analysis, there was a significant correlation (P = 0.03, r = 0.059) between the residents' gender and their views towards ethical conflicts; female residents paid more attention to these challenges than male residents. Conclusions: Paying attention to ethical challenges in the field of pediatrics helps the authorities provide favorable conditions in clinical settings. Therefore, resulting in less ethical challenges in similar situations.

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Section: Introductionmentioning

confidence: 99%

“…On the other hand, a study conducted in Iran demonstrated that major clinical challenges, from the view point of medical students, were rooted in not respecting the patient's autonomy (1). Clinically-related ethical issues are not included in current training programs for pediatrics residents (10).…”

Section: Introductionmentioning

confidence: 99%

Ethical Challenges in Pediatrics from the Viewpoints of Iranian Pediatric Residents

et al. 2017

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“…Importantly, the assessment provided time for preceptors and residents to discuss ethical decision making, which can often be lacking in resident training. 17 The OSCE can be used with junior and senior pediatric residents at any level of ethical reasoning training and professionalism skills development. The scenarios are designed to provide decision points to residents.…”

Section: Discussionmentioning

confidence: 99%

Professionalism and Ethics: A Standardized Patient Observed Standardized Clinical Examination to Assess ACGME Pediatric Professionalism Milestones

et al. 2020

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Introduction: The ethical skills fundamental to medical practice encompass a large portion of the Accreditation Council for Graduate Medical Education (ACGME) professionalism milestones. Yet many ethical practices are difficult to reduce to milestone frameworks given the variety of traditions of moral reasoning that clinician-trainees and their colleagues might properly employ. Methods: We developed an observed standardized clinical examination (OSCE) simulation with standardized patients to assess the ethical skills captured in professionalism milestones in pediatrics. The OSCE included four vignettes based on actual cases that presented problems without a correct answer. Residents discussed ethically challenging issues with standardized patients and were evaluated on specific ethical tenets contained in the professionalism milestones. Our assessment guide for preceptors offered content for debriefing and assessment. We piloted this OSCE with seven preceptors and 17 pediatric residents in two different medical settings. Results: Residents all agreed that the four cases were realistic. All but two residents agreed that OSCEs like this one are an appropriate or objective way of assessing the ACGME professionalism milestones. All preceptors reported that they strongly agreed the assessment improved their ability to assess the professionalism milestones. Discussion: This OSCE offers a structured method to assess professionalism milestones and a forum to discuss ethical problem solving. It can also be used solely as a training exercise in ethical decision making and having difficult conversations.

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“…Ethics educators in pediatrics and surgical residencies have similarly advocated the use of small-group discussions based on real-life clinical cases drawn from residents' own clinical experience. 35,36 Focusing discussions on real scenarios from residents' experience importantly allows residents to debrief, reflect upon, and emotionally process difficult cases that they have struggled with as trainees and junior clinicians, which may help prevent burnout. Residents express high levels of satisfaction with such debriefings, and find them to be a source of emotional and social support.…”

Section: New Modalities In Medical Ethics Educationmentioning

confidence: 99%

Medical Ethics Education for Neurology Residents: Where Do We Go from Here?

Traner

Tolchin

2018

Semin Neurol

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Neurologists regularly confront complex clinical scenarios that require the application of ethical principles to achieve a respectful and fair resolution. In this article, we describe the types of ethically precarious scenarios neurologists encounter, the current status of standards for ethics and communication training for neurology residents, and the present practice of ethics training in neurology residency programs. We make recommendations for optimizing bioethics training for neurology residents and suggest methods for assessing the efficacy of these training initiatives. We emphasize the current need for strengthening the practical bioethics skills of neurologists.

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Ethics education for pediatric residents: a review of the literature

Cited by 14 publications

References 17 publications

Ethical Challenges in Pediatrics from the Viewpoints of Iranian Pediatric Residents

Ethical Challenges in Pediatrics from the Viewpoints of Iranian Pediatric Residents

Professionalism and Ethics: A Standardized Patient Observed Standardized Clinical Examination to Assess ACGME Pediatric Professionalism Milestones

Medical Ethics Education for Neurology Residents: Where Do We Go from Here?

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