Transforming Educational Accountability in Medical Ethics and Humanities Education Toward Professionalism

Doukas, David J.; Kirch, Darrell G.; Brigham, Timothy P.; Barzansky, Barbara; Wear, Stephen; Carrese, Joseph A.; Fins, Joseph J.; Lederer, Susan E.

doi:10.1097/acm.0000000000000616

Cited by 42 publications

(30 citation statements)

References 19 publications

(18 reference statements)

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“…There is no single, best pedagogical approach for teaching medical ethics and professionalism, so teaching methods need to be flexible and varied (4). In Spain different educational strategies are used, with seminars, discussion and resolution of clinical cases, and videoforums being the most used techniques.…”

Section: Discussionmentioning

confidence: 99%

“…It is crucial that ethics and professionalism education move learners from knowledge acquisition and skills development to behavior changes, with excellent patient care as the primary goal. Practical evaluation could help meet this endpoint (4). …”

Section: Discussionmentioning

confidence: 99%

“…Rather, they are an issue that requires continuing education (25). Medical ethics and professionalism should also be prioritized during residency training and reinforced post-residency through continuing medical education (4,26). …”

Section: Discussionmentioning

confidence: 99%

“…A key component of professional behavior is the physician’s ability and willingness to act in accordance with accepted moral norms and values. Therefore, medical students must receive ethical and/or bioethical education during their medical training at medical school (4). …”

mentioning

confidence: 99%

“…Widening and deepening traditional professional deontology, these notions strive at fostering knowledge of values and the humanization of the professions, especially those related to health care (3,4). While adequate knowledge of norms, regulations, and principles is essential, it is not enough (5).…”

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confidence: 99%

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Ethics competences in the undergraduate medical education curriculum: the Spanish experience

et al. 2016

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AimTo investigate if there are differences in medical ethics education between different schools of medicine in Spain, specifically between private and public schools and between recently founded schools and older ones.MethodThe curricula of medical degrees from all Spanish faculties were reviewed for the 2014/2015 academic year, identifying subjects concerning bioethics, deontology, and ethics. We identified the type of teaching, format and method of the course, the number of credits and hours, and the school year of each subject. An analysis with descriptive parameters and the Cohen’s coefficient (d) was performed.ResultsAll medical schools in Spain (n = 44) were included. A mean of 3.64 European Credit Transfer and Accumulation System (ECTS) credits was specifically devoted to ethical values teaching in Spain. Private medical schools offered more credits than public ones (6.51 ECTS vs 2.88 ECTS, relevant difference: d = 2.06>>0.8), and the 10 most recently founded medical schools offered more credits than the 10 oldest (5.86 ECTS vs 2.63 ECTS, relevant difference: d = 1.43 > 0.8). A mean of 36.75 hours was dedicated to ethics education.ConclusionsAlthough ethics education is incorporated into the training of future Spanish physicians, there is still notable heterogeneity between different medical schools in the time devoted to this topic.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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confidence: 99%

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confidence: 99%

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Ethics competences in the undergraduate medical education curriculum: the Spanish experience

et al. 2016

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Automated grading of anatomical objective structured practical examinations using decision trees: An artificial intelligence approach

Bernard

Sonnadara

Saraco

et al. 2023

Anatomical Sciences Ed

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An Objective Structured Practical Examination (OSPE) is an effective and robust, but resource‐intensive, means of evaluating anatomical knowledge. Since most OSPEs employ short answer or fill‐in‐the‐blank style questions, the format requires many people familiar with the content to mark the examinations. However, the increasing prevalence of online delivery for anatomy and physiology courses could result in students losing the OSPE practice that they would receive in face‐to‐face learning sessions. The purpose of this study was to test the accuracy of Decision Trees (DTs) in marking OSPE questions as a first step to creating an intelligent, online OSPE tutoring system. The study used the results of the winter 2020 semester final OSPE from McMaster University's anatomy and physiology course in the Faculty of Health Sciences (HTHSCI 2FF3/2LL3/1D06) as the data set. Ninety percent of the data set was used in a 10‐fold validation algorithm to train a DT for each of the 54 questions. Each DT was comprised of unique words that appeared in correct, student‐written answers. The remaining 10% of the data set was marked by the generated DTs. When the answers marked by the DT were compared to the answers marked by staff and faculty, the DT achieved an average accuracy of 94.49% across all 54 questions. This suggests that machine learning algorithms such as DTs are a highly effective option for OSPE grading and are suitable for the development of an intelligent, online OSPE tutoring system.

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Humanism and professionalism training for pediatric hematology‐oncology fellows: Results of a multicenter randomized trial

Kesselheim

Baker

Kersun

et al. 2020

Pediatric Blood & Cancer

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Purpose: Although humanism and professionalism are central tenets to the practice of medicine, few formal curricula exist for medical trainees. Following a national needs assessment among pediatric hematology-oncology (PHO) fellows, we created a novel curriculum entitled "Humanism and Professionalism for Pediatric Hematology-Oncology" (HP-PHO). In this study, we measure outcomes of this curricular intervention. Method: We cluster-randomized 20 PHO fellowship programs to deliver usual training in humanism and professionalism (UT) or the novel curriculum (intervention) during the 2016-2017 academic year. The primary outcome measure was the Pediatric Hematology-Oncology Self-Assessment in Humanism (PHOSAH). Secondary measures included the Maslach Burnout Inventory, Patient-Provider Orientation Scale, Empowerment at Work Scale, and a 5-point satisfaction scale. Participating fellows completed pre-and posttests at the beginning and end of the academic year, respectively, and we calculated change scores for each study instrument. Results: Cluster randomization yielded 59 intervention and 41 UT fellows. The nine intervention sites administered 33 of 36 modules. Change scores on the PHOSAH were not significantly different between the UT and intervention arms. However, fellows on the intervention arm gave significantly higher ratings on several items within the satisfaction scale related to physician burnout, physician depression, balancing professional duties and personal life, and humanism overall.

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Transforming Educational Accountability in Medical Ethics and Humanities Education Toward Professionalism

Cited by 42 publications

References 19 publications

Ethics competences in the undergraduate medical education curriculum: the Spanish experience

Ethics competences in the undergraduate medical education curriculum: the Spanish experience

Automated grading of anatomical objective structured practical examinations using decision trees: An artificial intelligence approach

Humanism and professionalism training for pediatric hematology‐oncology fellows: Results of a multicenter randomized trial

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