Should professional ethics education incorporate single-professional or interprofessional learning?

Caldicott, Catherine V.; Braun, Eli A.

doi:10.1007/s10459-008-9150-2

Cited by 12 publications

(5 citation statements)

References 3 publications

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“…The other two cases were more profession-specific such as one that focused on the care of a dental patient and the other that focused on patient counseling on the use of a specific medication. This is one of the reasons why the new health care ethics course being developed at SIUE will include both interprofessional and single professional learning as recommended by Caldicott and Braun (2011). Yarborough et al (2000) found in their offering that students perceived an emphasis on the interprofessional nature of the course where the interprofessional themes overshadowed the ethics themes.…”

Section: Discussionmentioning

confidence: 99%

Interprofessional ethics learning between schools of pharmacy and dental medicine

Wilhelm

Poirier

Otsuka³

et al. 2014

Journal of Interprofessional Care

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A case-based interprofessional education (IPE) ethics activity between pharmacy and dental students was developed and evaluated. Eighty-two third-year pharmacy and 51 first-year dental students were divided into teams for two sessions. The IPE activity involved the student teams analyzing two cases at each session utilizing an ethical decision-making process followed by debriefing of each case. Assessments included pre-/post-Readiness for Interprofessional Learning Scale (RIPLS), pre-/post-individual ethics knowledge quiz, pre-team ethics knowledge quiz and post-student perception survey. The results indicated no significant differences in RIPLS scores although scores indicated a high readiness for interprofessional learning including teamwork and collaboration among pharmacy and dental students. When comparing pre-/post-ethics knowledge quiz scores a significant difference was found between individual and team scores as well as between professions. Perception survey results were highly favorable toward the value of interprofessional learning activities. The sessions resulted in enhanced knowledge about ethical decision-making.

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Section: Discussionmentioning

confidence: 99%

Interprofessional ethics learning between schools of pharmacy and dental medicine

Wilhelm

Poirier

Otsuka³

et al. 2014

Journal of Interprofessional Care

View full text Add to dashboard Cite

show abstract

“…Students' capacity for moral development is an influential factor in ethics education. Indeed, models of moral development, including Rest's (1986) Four Component Model of Morality, inform many ethics education programs (Caldicott & Braun, 2011;Hudon et al, 2014). According to Rest's (1994) model, an ethical professional requires four highly developed psychological processes, namely: moral sensitivity, moral judgment, moral motivation, and moral character.…”

Section: Approaches To Ethics Educationmentioning

confidence: 99%

Ethics Education Learning Outcomes for Health Professions Students

et al. 2021

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The importance of graduating ethical health professionals is indisputable. Yet evaluating the quality of ethics education programs remains problematic for educators. A divide between learning and integrating ethics in everyday professional practice lies at the heart of this issue. The Ethics in Professional Practice (EPP) project addresses health professions' students' self-efficacy for ethical practice. Students are cast as central characters in authentic vignettes and complete guided learning activities to facilitate their ethical reasoning skills. A design-based research approach was utilised to create EPP resources and this study focuses on the analysis phase of the design process. The aim was to investigate EPP learning outcomes by developing innovative measures based upon Kirkpatrick's (2006) evaluation model: namely, reaction, learning, behaviour and effects. Health professions students from Exercise and Sports Science, Rehabilitation Counselling and Speech Pathology (n = 58) participated in the EPP. Qualitative content analysis of reflective statements demonstrated their ethical sensitivity in four categories: Expectations and Empathy in Quality Care; Managing Overwhelming Demands; Informed, Engaged and Empowered; Access to Flexible Models of Service Delivery. Findings from the Rehabilitation Counselling cohort (n = 16) were explored in-depth using Semantic Differential Scales and demonstrated positive ethical reasoning outcomes. Participants also developed individual, ethical practice goals for professional practica. Qualitative content analysis of these goals demonstrated clear ethical reasoning learning effects. Participants integrated concepts of becoming an ethical professional with effective communication, collaboration, empowerment and quality care. Study outcome measures are critiqued and findings may inform redesign of future ethics education resources.

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“…The majority of those who have done so only evaluated knowledge gains instead of skills assessment in ethics education. 1–6 We have also evaluated knowledge gains, but we have gone beyond the assessment of knowledge gains to analyzing ethical decision-making skills. A key part of our initiative in this regard included developing a rubric for practical assessment of ethical decision-making skills in health professional schools, 32 which we used for a baseline assessment as well as for this current study.…”

Section: Our Approach To Interprofessional Ethics Educationmentioning

confidence: 99%

“…The majority of those who have done so have only evaluated knowledge gains instead of the application of ethical decision-making skills. 1 –6 The purpose of this study was to evaluate an interprofessional approach to ethics education to all students across an academic health science center, which includes six health professional schools in bioinformatics, biomedical sciences, dentistry, medicine, nursing, and public health. The specific aims were to (1) compare student perception of ethics education before and after the implementation of the campus-wide ethics program and (2) determine changes in student ethical decision-making skills following implementation of the campus-wide ethics program.…”

Section: Introductionmentioning

confidence: 99%

Beyond silos: An interprofessional, campus-wide ethics education program

2019

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Background: Ethics education is essential to the education of all healthcare professionals. The purpose of this study was to evaluate an interprofessional approach to ethics education to all students across an academic health science center. Research objectives: The objectives were to (1) compare student perception of ethics education before and after the implementation of the campus-wide ethics program and (2) determine changes in student ethical decision-making skills following implementation of a campus-wide ethics program. Research design: This study was a quasi-experimental design with seniors graduating prior to the intervention serving as the control group. Participants and research context: The setting was a comprehensive health science center in the southwestern United States. All students enrolled in the university participated in the intervention; however, 976 graduating students were used for evaluation of the intervention. Ethical considerations: Study materials for each survey were submitted to the university’s IRB, and the project was approved as exempt by the Committee for the Protection of Human Subjects. Student participation in the surveys was voluntary. No names or other identifying information were collected, and responses to the survey questions were kept confidential. Findings: Students’ perception of the adequacy of time spent on the ethics content in course instruction and practical training decreased from the baseline to the fifth-year survey. Students’ overall comfort level with their abilities to deal with ethical issues increased from the baseline to the fifth year. Student ethical decision-making skills were higher at the third-year evaluation for all indicators. For the fifth-year survey, responses were also higher scoring on all four indicators. Discussion: After participation in an interprofessional campus-wide effort on health professions ethics, students demonstrated higher ethical decision-making scores according to the Health Professional Ethics Rubric. However, their scores still did not reach the proficiency level identified in the rubric. Conclusion: Examination of the effectiveness of each part of the intervention is needed.

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Should professional ethics education incorporate single-professional or interprofessional learning?

Cited by 12 publications

References 3 publications

Interprofessional ethics learning between schools of pharmacy and dental medicine

Interprofessional ethics learning between schools of pharmacy and dental medicine

Ethics Education Learning Outcomes for Health Professions Students

Beyond silos: An interprofessional, campus-wide ethics education program

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