Educational Perspectives: Personal, Professional, and Practice—A Framework for Ethics Education

Shaw, Margie Hodges; D’Angio, Carl T.; Dadiz, Rita

doi:10.1542/neo.17-2-e61

Cited by 3 publications

(4 citation statements)

References 26 publications

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“…Aristotle's general moral theory provided the foundation for the remainder of each session. 9 This theory supported the ethical framework of the personal, the professional, and the practice used to teach bioethics at URSMD and URMC. Ethical action begins with the personal; individuals must acknowledge their own beliefs, values, and reactions to other individuals and situations they encounter.…”

Section: The University Of Rochester School Of Medicine and Dentistrymentioning

confidence: 76%

“…Each session began with an introduction to the work of the Division of Medical Humanities and Bioethics and the framework supporting the teaching. 9,23 This involved a digital presentation for both the grand rounds and the invited workshops and an analogous verbal presentation for the invited series. This introduction prepared participants to expect a different kind of conversation, one that encouraged voices with differing perspectives and experiences.…”

Section: The University Of Rochester School Of Medicine and Dentistrymentioning

confidence: 99%

“…Intellectual virtues, or the ability to reason, and moral virtues, or the disposition to act as reason dictates, are inextricably intertwined. 9 Developing the reasoning skills and good judgment necessary for right action requires practice, and culture change requires group action. Effectively confronting patient bias in the workplace mandates this critical component: a formal training for health care professionals involving active practice and collaborative action so as to accurately identify and constructively respond to patients expressing bias within the workplace.…”

Section: Introductionmentioning

confidence: 99%

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Using Forum Theater as a Teaching Tool to Combat Patient Bias Directed Toward Health Care Professionals

et al. 2020

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Introduction: Health care professionals who identify as members of underrepresented and racial minority groups may experience bias from patients and patient families. These occurrences disrupt the educational and therapeutic environments, distress the targeted individuals and allies, and create potential legal liability. Yet there are few educational opportunities for individuals to brainstorm and implement strategies for responding professionally during such instances. Methods: Presented first as a grand rounds, then an invited workshop, and finally an invited series, this educational activity was developed in a stepwise manner over the course of a year. Each format was sequentially modified based on feedback from participants-more than 200 physicians and other health care professionals-using evaluation forms that were voluntary and anonymous. The educational activity used an adaptation of forum theater, in which participants role-played an instance of oppression with a goal of altering the ultimate outcome. This approach provided participants with the opportunity to develop and rehearse responses to workplace bias in a way that preserved the provider-patient relationship. Results: Feedback for these educational sessions was overwhelmingly positive. Participants noted the importance of acknowledging and addressing bias in the workplace and encouraged facilitators to expand the sessions in length, frequency, and scope. Discussion: Forum theater is a methodology that can be employed in health care to teach appropriate and authentic responses to expressed patient bias while maintaining the therapeutic relationship. The positive reception from participants in our preliminary sessions established a strong foundation for future improvements to this work.

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Section: The University Of Rochester School Of Medicine and Dentistrymentioning

confidence: 76%

Section: The University Of Rochester School Of Medicine and Dentistrymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Using Forum Theater as a Teaching Tool to Combat Patient Bias Directed Toward Health Care Professionals

et al. 2020

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“…1 Though initial work on medical ethics published more than 2000 years ago, to date medical profession has been facing a lack of basic, universally accepted, curriculum for medical ethics. Medical ethics has emerged as a priority within medical institutions and among ethics educators, especially in the past few decades.…”

Section: Introductionmentioning

confidence: 99%

Ethics in Medical Practice

Shahidullah

2017

Bangladesh J Child Health

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The Medical Humanities Effect: a Pilot Study of Pre-Health Professions Students at the University of Rochester

et al. 2017

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Qualitative and quantitative research on the impact of medical and health humanities teaching in baccalaureate education is sparse. This paper reviews recent studies of the impact of medical and health humanities coursework in pre-health professions education and describes a pilot study of baccalaureate students who completed semester-long medical humanities courses in the Division of Medical Humanities & Bioethics at the University of Rochester. The study format was an email survey. All participants were current or former baccalaureate students who had taken one or more courses in literature and narrative in medicine, bioethics, history of medicine, and/or visual arts and healthcare during the past four years. The survey gathered numerical data in several areas: demographic information, career plans, self-reported influence of coursework on educational and career plans, and self-reported influence of coursework on intellectual skills and abilities. It also gathered narrative commentary that elaborated on students' responses to the numerically-based questions. Notable findings from preliminary analysis of the data include higher scores of self-reported impact of the coursework on specific habits of mind and on preparedness for intended career rather than on gaining admission to future educational programs. Discussion of the results focuses on several potential future directions this type of study might take, including multi-center, longitudinal, and sequential approaches.

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Educational Perspectives: Personal, Professional, and Practice—A Framework for Ethics Education

Cited by 3 publications

References 26 publications

Using Forum Theater as a Teaching Tool to Combat Patient Bias Directed Toward Health Care Professionals

Using Forum Theater as a Teaching Tool to Combat Patient Bias Directed Toward Health Care Professionals

Ethics in Medical Practice

The Medical Humanities Effect: a Pilot Study of Pre-Health Professions Students at the University of Rochester

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