Reflections on learning and teaching medical ethics in UK medical schools

Stirrat, Gordon M.

doi:10.1136/medethics-2014-102309

Cited by 13 publications

(12 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…There is a long-standing culture of justification surrounding “ethics” in medicine (Stirrat 2015 ) be that explaining the value of teaching ethics in “packed” medical curriculums (Campbell et al 2007 ; Lucassen & Fenwick 2014 ), or defending the time away from clinical duties for Foundation Doctors to receive training (Kirkham and Baker 2012 ). Most ethicists are, therefore, experienced in, and prepared to, “market” the worth and value of “ethics” (Papanikitas 2018 ).…”

Section: Establishing the Case For Cess In One Nhs Trustmentioning

confidence: 99%

Making the (Business) Case for Clinical Ethics Support in the UK

Machin

Wilkinson

2020

HEC Forum

View full text Add to dashboard Cite

This paper provides a series of reflections on making the case to senior leaders for the introduction of clinical ethics support services within a UK hospital Trust at a time when clinical ethics committees are dwindling in the UK. The paper provides key considerations for those building a (business) case for clinical ethics support within hospitals by drawing upon published academic literature, and key reports from governmental and professional bodies. We also include extracts from documents relating to, and annual reports of, existing clinical ethics support within UK hospitals, as well as extracts from our own proposal submitted to the Trust Board. We aim for this paper to support other ethicists and/or health care staff contemplating introducing clinical ethics support into hospitals, to facilitate the process of making the case for clinical ethics support, and to contribute to the key debates in the literature around clinical ethics support. We conclude that there is a real need for investment in clinical ethics in the UK in order to build the evidence base required to support the wider introduction of clinical ethics support into UK hospitals. Furthermore, our perceptions of the purpose of, and perceived needs met through, clinical ethics support needs to shift to one of hospitals investing in their staff. Finally, we raise concerns over the optional nature of clinical ethics support available to practitioners within UK hospitals.

show abstract

Section: Establishing the Case For Cess In One Nhs Trustmentioning

confidence: 99%

Making the (Business) Case for Clinical Ethics Support in the UK

Machin

Wilkinson

2020

HEC Forum

View full text Add to dashboard Cite

show abstract

“…We usually have no idea whether such has an impact on the future behaviour of doctors [ 9 , 10 ]. In fact, it has been recognised that often external factors within health care system and the ‘hidden curriculum’ [ 11 ] act against the successful implementation of ME education [ 5 , 12 , 13 ]. Yet the presence of ME as a core component of medical curricula, even if we cannot quantitate its impact or value, is consistent with the goals and commitment we make to the importance of this component of the curriculum [ 1 , 7 , 10 ].…”

Section: Introductionmentioning

confidence: 99%

CLASSIE teaching – using virtual reality to incorporate medical ethics into clinical decision making

Torda

2020

BMC Med Educ

View full text Add to dashboard Cite

Background Teaching medical ethics (ME) in the clinical environment is often difficult, uncalibrated and medical students get variable exposure to skilled educators. Explicit discussion of ethical dimensions of patient management is often neglected, as clinical teachers may feel inadequately skilled to do this. Methods We developed a suite of online modules. Each consisted of a clinical scenario filmed using virtual reality (VR) technology, linked to an adaptive, interactive, online tutorial which explicitly discussed the relevant ethical issues and guidelines. These were embedded in clinical placements of students to encourage the transfer of knowledge from these modules to clinical skill competency. We conducted a pilot study to evaluate these modules which examined student engagement, knowledge gains (self-perceived and measured) and user experience. We also reviewed reflections to assess the incorporation of these modules and transfer of knowledge into the clinical learning and skill development of the students. Results Engagement and self-perceived knowledge gains were extremely high. Students found these modules realistic, interesting and helpful. The measured knowledge gains (module exit quiz) were moderate. User experience was positive overall, although students were intolerant of any technical glitches. There was mixed feedback on whether the VR aspect of the clinical scenarios added value. Student reflections showed high level incorporation of these modules into clinical practice of the students and evidence of knowledge transfer (level 3 Kirkpatrick model of evaluation) in over ¾ of students. Conclusions This study showed that the use VR clinical scenarios combined with interactive online learning modules resulted in demonstrable high-level student engagement and learning gains in medical ethics and transfer of knowledge to clinical application. It standardised and ensured the student experience of high-quality educational deliverables in clinical years of medical education. This use of VR and online technology can be adapted for use in many areas of the medical curricula where we need to ensure the delivery of well calibrated, high quality, educational deliverables at scale for students.

show abstract

“…At that time, it was said that ‘ethics could be picked up on a ward-round’; a consultant, declining an invitation to speak (at an event organised by the London Medical Group), wrote that, if these matters were to be discussed at all, which he doubted, they should be discussed ‘by consultants, with consultants, and in camera.’ This attitude was prevalent in medical education at the time, as is fully described by Stirrat in this issue,2 but it was also the received wisdom in professional ethical guidelines, such as those promulgated by the British Medical Association. In the 1974 edition of the British Medical Association's handbook on medical ethics, a paragraph on ‘Individual Responsibility’ casts some doubt on whether the formulation of rules is of much help in the ‘rough and tumble of professional practice’ and the writer goes on to quote with approval words to this effect by the Chairman of the Association's Central Ethical Committee in the interwar period, Dr C O Hawthorne.…”

Section: Introductionmentioning

confidence: 91%

The formative years: medical ethics comes of age

Campbell

2014

J Med Ethics

View full text Add to dashboard Cite

Reflections on learning and teaching medical ethics in UK medical schools

Cited by 13 publications

References 21 publications

Making the (Business) Case for Clinical Ethics Support in the UK

Making the (Business) Case for Clinical Ethics Support in the UK

CLASSIE teaching – using virtual reality to incorporate medical ethics into clinical decision making

The formative years: medical ethics comes of age

Contact Info

Product

Resources

About