Expertise, Ethics Expertise, and Clinical Ethics Consultation: Achieving Terminological Clarity

Iltis, Ana S.; Sheehan, Mark

doi:10.1093/jmp/jhw014

Cited by 29 publications

(13 citation statements)

References 13 publications

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“…In the limited literature available on ethical expertise, the focus is on expertise being "knowing what ought to be done or being better at making moral judgments" (Iltis and Sheehan, 2016); or "the ability to understand and integrate knowledge from various disciplines and viewpoints" as well as "reconcile the disparate perspectives that impinge" in a research setting (Yoder, 1998). Some scholars challenge the very concept of ethical expertise or would consider it only for focusing on procedural matters (Gordijn and Dekkers, 2008).…”

Section: Resultsmentioning

confidence: 99%

“…This necessitates those carrying out the assessment to improve their skills constantly, both hard and soft. Ethical and integrity assessments have a well-defined goal of coming up with “what ought to be done” (Iltis and Sheehan, 2016), and members provide feedback to each other on ethical positions expressed during the deliberation process. Those with more occasions to do research ethics and integrity assessments are provided with continuous opportunities for repetition and refinement of performance based on such feedback from peers.…”

Section: Discussionmentioning

confidence: 99%

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What constitutes expertise in research ethics and integrity?

2020

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In this paper we reflect on the looming question of what constitutes expertise in ethics. Based on an empirical program that involved qualitative and quantitative as well as participatory research elements we show that expertise in research ethics and integrity is based on experience in the assessment processes. We then connect traditional concepts of expertise as “improved performance” with deliberate practice activities and, based on our research findings, show that ethical assessment experience is a form of deliberate practice. This in our view has further ramifications in the design and recruitment processes of ethical assessment units performing research ethics and integrity assessment.

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

What constitutes expertise in research ethics and integrity?

2020

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“…For example, while the competencies listed in Table represent an emerging consensus for skills required for clinical ethics consultation, there is no normative consensus on what constitutes ethics ‘expertise’. There is important normative work defining clinical ethics expertise emerging, which clinical ethics professional bodies need to engage with in order to develop professional standards that truly reflect the required expertise. A recent special edition of Bioethics identified the need for research that integrates both empirical and normative elements, and there is exciting research of this nature emerging – for example, Jellema, Mackor and Molewijk's study developing a coding scheme for assessing quality in deliberation and Schildmann et al .…”

Section: Discussionmentioning

confidence: 99%

Evaluation of a paediatric clinical ethics service

Jansen

Schlapbach

Irving

2018

J Paediatrics Child Health

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“…In broad and formal terms, expertise in some area (X) refers to knowing or being able to do X, whereas nonexperts cannot know or do X, or expertise refers to knowing or doing X better than nonexperts (14). For example, an expert in astrophysics is someone who knows more about that subject than a nonexpert.…”

Section: What Is Expertise?mentioning

confidence: 99%

Core competencies for ethics experts in health technology assessment

Refolo

Bond

Bloemen

et al. 2020

Int J Technol Assess Health Care

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ObjectivesThere is no consensus on who might be qualified to conduct ethical analysis in the field of health technology assessment (HTA). Is there a specific expertise or skill set for doing this work? The aim of this article is to (i) clarify the concept of ethics expertise and, based on this, (ii) describe and specify the characteristics of ethics expertise in HTA.MethodsBased on the current literature and experiences in conducting ethical analysis in HTA, a group of members of the Health Technology Assessment International (HTAi) Interest Group on Ethical Issues in HTA critically analyzed the collected information during two face-to-face workshops. On the basis of the analysis, working definitions of “ethics expertise” and “core competencies” of ethics experts in HTA were developed. This paper reports the output of the workshop and subsequent revisions and discussions online among the authors.ResultsExpertise in a domain consists of both explicit and tacit knowledge and is acquired by formal training and social learning. There is a ubiquitous ethical expertise shared by most people in society; nevertheless, some people acquire specialist ethical expertise. To become an ethics expert in the field of HTA, one needs to acquire general knowledge about ethical issues as well as specific knowledge of the ethical domain in HTA. The core competencies of ethics experts in HTA consist of three fundamental elements: knowledge, skills, and attitudes.ConclusionsThe competencies described here can be used by HTA agencies and others involved in HTA to call attention to and strengthen ethical analysis in HTA.

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Expertise, Ethics Expertise, and Clinical Ethics Consultation: Achieving Terminological Clarity

Cited by 29 publications

References 13 publications

What constitutes expertise in research ethics and integrity?

What constitutes expertise in research ethics and integrity?

Evaluation of a paediatric clinical ethics service

Core competencies for ethics experts in health technology assessment

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