Health Professions Ethics Rubric: Validation of Reliability in an Interprofessional Health Ethics Course

Poirier, Therese I.; Hecht, Keith A; Lynch, J. Christopher; Otsuka, Allen S.; Shafer, Kathy J.; Wilhelm, Miranda

doi:10.1002/j.0022-0337.2015.79.4.tb05900.x

Cited by 4 publications

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References 11 publications

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“…[9][10][11] Upon this scenario, the limited postgraduate training and its failure to reach the professionals involved has been put forward. 2,12 Trying to overcome these unmet needs, several proposals have emerged to include ethical training during the first years of undergraduate studies. In this period, the main technical skills, the professional principles and attitudes are acquired and assimilated.…”

Section: Introductionmentioning

confidence: 99%

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Analysis in the ethical decision‐making of dental, nurse and physiotherapist students, through case‐based learning

Macpherson

Roqué

Martín‐Sánchez

et al. 2021

Eur J Dental Education

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Introduction:Training in ethical competencies is perceived with special interest among the objectives of health education. The dimensions of the person such as integrity, autonomy and dignity influence the choice of interventions, but the different specialties of the health sciences conceive these dimensions with different perspectives depending on the clinical setting. These divergences can be detected during the first years of undergraduate studies, and it is important to know the professional bias and its possible causes. Materials and Methods:A procedure was developed through case-based learning (CBL) to assess various characteristics of decision-making during the early stages of student training. A semi-quantitative method was designed based on the narrative responses of a case with ethical implications in the field of gender violence. The method was applied to 294 undergraduate students in nursing (95), physiotherapy (109) and dentistry (90) from the Faculty of Health Sciences of a Spanish university. A frequency analysis of the narrative responses of the students to the proposed case was carried out, using the chi-square test to determine any association between the variables studied: gender, specialty and ethical knowledge.Results: Four types of response categories were detected, as a result of combining the personal conversation, report to legal authority or require assistance of other teams.The most common option in dentists is conversation only, while physical therapists include the assistance of other teams. In nursing, a balance is observed between both possibilities. The results show that student responses differ significantly among specialties and also differ significantly according to test scores on ethical knowledge. However, no significant differences were found between the responses provided by men and women. Conclusion:Most of the health sciences students highly valued their own capacity for dialogue and reflection to approach situations with complex ethical dimensions. We consider that case-based learning (CBL), in combination with narrative analysis is a valid means of evaluating the professional ethical competencies of students in health sciences careers applied to a common goal.

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