Teaching Ethics

Day, Susan H.

doi:10.1001/archopht.120.7.963

Cited by 4 publications

(2 citation statements)

References 3 publications

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“…39 In 2002, the Archives of Ophthalmology published a point–counterpoint on teaching ethics, posing the question of whether ethics could be taught to ophthalmology residents. 40 41 One author highlighted the value of an informal curriculum, 41 where ethics should be “encouraged by discussion, humane example, and suggestion to examine one's behavior continually,” while the other outlined the benefit of a structured curriculum. 40 We believe that there is a need for both informal and structured elements to an ethics and professionalism curriculum.…”

Section: Discussionmentioning

confidence: 99%

“… 40 41 One author highlighted the value of an informal curriculum, 41 where ethics should be “encouraged by discussion, humane example, and suggestion to examine one's behavior continually,” while the other outlined the benefit of a structured curriculum. 40 We believe that there is a need for both informal and structured elements to an ethics and professionalism curriculum. A formal curriculum may allow students to reinforce explicit ethical knowledge and reasoning skills, 42 and standardized assessment tools would allow for systematic comparison of teaching strategies to determine the most effective methods.…”

Section: Discussionmentioning

confidence: 99%

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Teaching Ethics and Professionalism: A National Survey of Ophthalmology Residency Program Directors

Kretz

deSante-Bertkau

Boland

et al. 2021

Journal of Academic Ophthalmology

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Background While ethics and professionalism are important components of graduate medical education, there is limited data about how ethics and professionalism curricula are taught or assessed in ophthalmology residency programs. Objective This study aimed to determine how U.S. ophthalmology residency programs teach and assess ethics and professionalism and explore trainee preparedness in these areas. Methods Directors from accredited U.S. ophthalmology residency programs completed an online survey about components of programs' ethics and professionalism teaching curricula, strategies for assessing competence, and trainee preparedness in these areas. Results Directors from 55 of 116 programs (46%) responded. The most common ethics and professionalism topics taught were informed consent (38/49, 78%) and risk management and litigation (38/49, 78%), respectively; most programs assessed trainee competence via 360-degree global evaluation (36/48, 75%). While most (46/48, 95%) respondents reported that their trainees were well or very well prepared at the time of graduation, 15 of 48 (31%) had prohibited a trainee from graduating or required remediation prior to graduation due to unethical or unprofessional conduct. Nearly every program (37/48, 98%) thought that it was very important to dedicate curricular time to teaching ethics and professionalism. Overall, 16 of 48 respondents (33%) felt that the time spent teaching these topics was too little. Conclusion Ophthalmology residency program directors recognized the importance of an ethics and professionalism curriculum. However, there was marked variation in teaching and assessment methods. Additional work is necessary to identify optimal strategies for teaching and assessing competence in these areas. In addition, a substantial number of trainees were prohibited from graduating or required remediation due to ethics and professionalism issues, suggesting an impact of unethical and unprofessional behavior on resident attrition.

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