People can experience moral distress when they regard themselves as expected to pursue a course of action they believe to be morally wrong. However, beliefs that give rise to moral distress are sometimes underdeveloped. Experiences of moral distress are not uncommon for medical trainees, who are still in the process of forming their professional identities and whose identity-constituting beliefs might therefore be subject to ongoing revision. Thus, it is important for health professions training programs to incorporate case-based ethics education sessions into their structure to help identify and alleviate trainees' moral distress, provide ethics education, and create a "safe space" for trainees to talk openly about moral concerns related to clinical practice. Such opportunities are crucial to the professional growth of trainees.
CaseReema is a medical student with strong beliefs about preservation of human life as a primary purpose of medicine. One of her patients is a 65-year-old man with metastatic lung cancer. The attending physician, Dr. Alnin, decides to have a conversation with the patient about hospice care. The patient asks about a new and expensive chemotherapy that he had seen advertised. Dr. Alnin recommends against this option, citing the patient's low likelihood of a positive response and minimal extension of the patient's life even with an optimal response. Hearing this, the patient decides to pursue hospice. Reema is distressed by this decision because she feels that the team is giving up on this patient. She does not tell anyone that she feels this way, however, because she is concerned about being evaluated poorly by Dr. Alnin if she expresses disagreement with her advice to the patient and his family.
CommentaryIt is no surprise when we encounter a case of moral distress involving a medical trainee. Trainees are usually first-career professionals, still developing a sense of their personal and professional moral values and identities [1], and are highly dependent on evaluations by others for advancement opportunities. These circumstances place them in a vulnerable position, and, as a result, trainees might feel they cannot