A systematic scoping review of undergraduate medical ethics education programs from 1990 to 2020

What Would You Do? Types of Ethical Challenging Situations Depicted in Vignettes Published in the Veterinary Literature from 1990 to 2020

“…Published vignettes may have undergone editing following submission to the extent that they may no longer accurately reflect the emphasis originally intended. In the medical literature, case analysis is acknowledged to be "prone to misunderstandings and misinterpretations" [18], and is highly dependent on the quality and extent of information provided.…”

“…Vignettes or case scenarios are commonly used in medical [18] and veterinary ethics teaching [19]. A vignette is defined as "a brief, evocative description, account or episode" [20].…”

“…In the context of research, vignettes may be used to assess the impact of contextual factors impacting decision making, for example on the treatment options that veterinarians offer clients with limited finances [17], or whether they are willing to prescribe antimicrobials to sheep or beef farmers without a prior consultation. By incorporating sociocultural and contextual factors, vignettes facilitate application of ethical reasoning in scenarios reflecting 'real life' [18]. A number of textbooks employ vignettes to highlight ethical issues in veterinary contexts, facilitate stakeholder identification, provide different perspectives, and prompt the application of different ethical frameworks [21][22][23][24].…”

Evidence-guided approach to portfolio-guided teaching and assessing communications, ethics and professionalism for medical students and physicians: a systematic scoping review

“…As sociocultural constructs, 2 CEP competencies are shaped by the individual's personal experiences, motivations, enthusiasm, idealism, abilities, competencies, virtues, expectations, knowledge, skills, emotions and attitudes (henceforth narratives); their values, beliefs and principles (henceforth belief systems) 3 ; their clinical experiences, competencies, training, insights and confidence (henceforth clinical insights); [4][5][6][7] and their practice, clinical, social, cultural, academic, research and personal considerations (henceforth contextual considerations). [8][9][10][11][12] However, while previous reviews into the teaching of ethics, [13][14][15] communication [16][17][18][19][20][21][22] and professionalism [23][24][25] suggest the use of portfolios could provide a personalised, holistic and longitudinal perspective of CEP skills, knowledge and attitudes and support of developing competencies, we are aware of little progress in designing such platforms. Impetus for mapping current use of CEP portfolios also arises from the notion that developing CEP competencies shapes how medical students and physicians (henceforth clinician) 'think, act and feel like a physician' 26 or their professional identity formation (henceforth PIF).…”

Game-Based Ethical Instruction in Undergraduate Engineering

“…For this reason, not only do we see introductory philosophy/ethics education as important in undergraduate studies, but also as an integral part of many different disciplines' education. Some examples of these fields include counseling (Lamb, 1991), psychology (Plante & Pistoresi, 2017), and medicine (Wong et al, 2022). Engineering is yet another example of a field heavily intertwined with ethics, especially with the reach of its many branches including chemical, civil, electrical, industrial, mechanical, and so on.…”