Ethics in Child and Adolescent Psychiatry Training: What and How Are We Teaching?

Dingle, Arden D.; Kolli, Venkata

doi:10.1007/s40596-019-01149-0

Cited by 3 publications

(2 citation statements)

References 35 publications

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“… 12 , 18 In a survey of ethics and professionalism curricula for US child and adolescent psychiatry residency programs, reading seminars and lectures were the most common teaching formats. 30 The present study also indicated the need to create a systematic clinical ethics education program in Japan. Furthermore, Japanese psychiatric professionals may not realize that the problems they experience are ethical issues.…”

Section: Discussionmentioning

confidence: 60%

“…Clinical ethics education is important in psychiatry because psychiatry has more ethical problems than other departments, including involuntary hospitalization 12,18 . In a survey of ethics and professionalism curricula for US child and adolescent psychiatry residency programs, reading seminars and lectures were the most common teaching formats 30 . The present study also indicated the need to create a systematic clinical ethics education program in Japan.…”

Section: Discussionmentioning

confidence: 68%

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Clinical ethics problems in psychiatry and the need for clinical ethics consultation in Japan: A cross‐sectional study

Sato

Takimoto

2023

PCN Reports

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Aim: Psychiatrists often encounter ethical dilemmas in their daily clinical practice.Clinical ethics consultations (CECs) have been recently increasing, especially in general hospitals. However, the current situation in the psychiatric field is unclear. This study clarifies clinical ethics problems in psychiatry and determines the need for CECs. Methods:We conducted an anonymous self-administered questionnaire survey in February 2022, which targeted directors and supervisors of psychiatric specialty training programs at 1224 psychiatry facilities.Results: Responses were received from 311 facilities (response rate: 25.4%). CEC systems existed in 223 (72.2%) facilities, and medical safety committees were the most common. Clinical ethics problems occurred at 248 (80.3%) facilities; the most common method for managing the problems was discussions at case conferences without using CECs. The top four reasons for psychiatrists to solicit advice were conflicts with patients' relatives, treating a patient with cognitive impairment, discontinuation of treatment, and suicide/attempted suicide. Most respondents (89.9%) considered CECs necessary. Conclusion:Although CECs exist in psychiatry, they may not meet the needs of clients.Future studies are needed to investigate client satisfaction and CEC evaluation methods in facilities where psychiatric CECs are provided.

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Section: Discussionmentioning

confidence: 60%

Section: Discussionmentioning

confidence: 68%

Clinical ethics problems in psychiatry and the need for clinical ethics consultation in Japan: A cross‐sectional study

Sato

Takimoto

2023

PCN Reports

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Clinical excellence in child and adolescent psychiatry: examples from the published literature

Sun

Wright

Miller

2022

International Journal of Psychiatry in Clinical Practice

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Postgraduate ethics training programs: a systematic scoping review

et al. 2021

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Background Molding competent clinicians capable of applying ethics principles in their practice is a challenging task, compounded by wide variations in the teaching and assessment of ethics in the postgraduate setting. Despite these differences, ethics training programs should recognise that the transition from medical students to healthcare professionals entails a longitudinal process where ethics knowledge, skills and identity continue to build and deepen over time with clinical exposure. A systematic scoping review is proposed to analyse current postgraduate medical ethics training and assessment programs in peer-reviewed literature to guide the development of a local physician training curriculum. Methods With a constructivist perspective and relativist lens, this systematic scoping review on postgraduate medical ethics training and assessment will adopt the Systematic Evidence Based Approach (SEBA) to create a transparent and reproducible review. Results The first search involving the teaching of ethics yielded 7669 abstracts with 573 full text articles evaluated and 66 articles included. The second search involving the assessment of ethics identified 9919 abstracts with 333 full text articles reviewed and 29 articles included. The themes identified from the two searches were the goals and objectives, content, pedagogy, enabling and limiting factors of teaching ethics and assessment modalities used. Despite inherent disparities in ethics training programs, they provide a platform for learners to apply knowledge, translating it to skill and eventually becoming part of the identity of the learner. Illustrating the longitudinal nature of ethics training, the spiral curriculum seamlessly integrates and fortifies prevailing ethical knowledge acquired in medical school with the layering of new specialty, clinical and research specific content in professional practice. Various assessment methods are employed with special mention of portfolios as a longitudinal assessment modality that showcase the impact of ethics training on the development of professional identity formation (PIF). Conclusions Our systematic scoping review has elicited key learning points in the teaching and assessment of ethics in the postgraduate setting. However, more research needs to be done on establishing Entrustable Professional Activities (EPA)s in ethics, with further exploration of the use of portfolios and key factors influencing its design, implementation and assessment of PIF and micro-credentialling in ethics practice.

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Ethics in Child and Adolescent Psychiatry Training: What and How Are We Teaching?

Cited by 3 publications

References 35 publications

Clinical ethics problems in psychiatry and the need for clinical ethics consultation in Japan: A cross‐sectional study

Clinical ethics problems in psychiatry and the need for clinical ethics consultation in Japan: A cross‐sectional study

Clinical excellence in child and adolescent psychiatry: examples from the published literature

Postgraduate ethics training programs: a systematic scoping review

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