Ethik First – extracurricular support for medical students and young physicians facing moral dilemmas in hospital routine

Kühn, Eva; Lunden, Laura; Moysich, Penelope; Rogge, Kai; Roscher, Marijke; Caning, Lotta; Rogge, Annette

doi:10.3205/zma001470

Cited by 5 publications

(4 citation statements)

References 17 publications

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“…A DEA is an EA that is closely related to the learners’ major or formal curriculum, while an IEA is relatively unassociated with them [ 10 ]. The former included 18 articles [ 25 , 30 , 33 , 39 , 44 , 46 , 48 , 49 , 51 , 57 – 60 , 66 , 69 , 71 , 73 , 76 ] and the latter comprised 47 articles.…”

Section: Resultsmentioning

confidence: 99%

“…Among the articles on career choice, some measured the match rate [ 19 , 21 , 25 , 77 ], the students’ interest in and intention to apply to specific majors [ 25 , 32 , 54 , 59 ], or the knowledge and perception of the majors [ 31 , 32 , 39 , 54 , 76 , 77 ]. Professionalism was mainly about patient care [ 22 , 54 , 75 ] and medical ethics [ 33 , 69 ]. These researchers reported that having exposure to specific fields helped students develop a favorable attitude and deepen their understanding of the specialties, which contributed to the development of professionalism.…”

Section: Resultsmentioning

confidence: 99%

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Extracurricular activities in medical education: an integrative literature review

et al. 2023

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Background The importance of extracurricular activities (EAs) has been emphasized in medical education. These activities could enhance medical students’ emotional and physical health and afford them developmental opportunities. Despite the growing amount of research related to this theme, few studies review and synthesize the existing literature. This study aims to provide an understanding of the educational implications of EAs in medical colleges and constructs an integrated conceptual framework concerning their types and learning outcomes by literature review. Methods An integrative literature review was conducted following Torraco’s method, with the aim to generate a new framework for the given topic. The authors utilized Scopus and PubMed as databases, using search terms “extracurricular,” “medical,” and “students.” Initially, titles and abstracts were screened to include relevant studies, and the researchers verified the eligibility of the articles by following the inclusion and exclusion criteria. Of the 263 articles identified, 64 empirical studies were selected for further review. Results EAs in undergraduate medical education can be classified into direct extracurricular activities and indirect extracurricular activities, the latter of which is sorted into nine sub-categories. We identified seven main categories regarding the learning outcomes of EAs. In addition to general activities (e.g., pro-social activities, team sports), some distinctive activities such as research have been largely addressed in previous studies. The results of EAs were discussed in relation to academic growth, career development, and psychological experiences. Conclusions This review identified the types and learning outcomes of EAs in the context of medical education, thereby suggesting ways to improve the quality of EAs and maximize their educational effects.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Extracurricular activities in medical education: an integrative literature review

et al. 2023

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“…An open atmosphere and interaction between participants are important in ethics education when sensitive issues are discussed [ 69 ]. Sometimes, it is difficult to express one’s critical thoughts about ethical problems in everyday healthcare work, since relationships with others and cohesion between individuals can be affected and compromised [ 45 , 57 ].…”

Section: Resultsmentioning

confidence: 99%

“…They ‘rarely’ helped patients make decisions on ethical issues Fair Kong et al [ 62 ], United Kingdom Qualitative To evaluate a near-peer case-based undergraduate ethics teaching programme 32 medical students, 35 Foundation Doctors (FD) Students: Anonymous feedback form FD: Face-to-face and email correspondence Unknown This programme provided students with an open and protected space in which they could reflect on their ethical behaviour. This programme was beneficial to FDs who were able to develop their own teaching and ethical reasoning skills and to reflect on the influence of the hidden curriculum on their own behaviour Very poor Kuhn et al [ 69 ], Germany Quantitative To improve moral judgment, ethical reflection and strengthen individual resilience in value conflicts 13 medical students and young physicians Web-based evaluation sheet Descriptive statistics Didactic concept with case conferences, discussion about ethics issues and lectures were considered helpful for dealing with ethical questions at the clinic. The format was also relevant for their later profession Fair Langlois et al [ 61 ], Canada Qualitative To explore the experiences and learning of student health professionals engaged in an ethics module 91 health mentor programme students Interviews Thematic analysis Five major themes emerged: (1) patient autonomy and expertise in care, (2) ethical complexity and its inevitable reality in the clinical practice setting, (3) patient advocacy as an essential component of day‑to‑day practice, (4) qualities of remarkable clinicians that informed personal ideals for future practice, and (5) patients’ perspectives on clinician error and how they enabled suggestions for improving future practice Good Lee et al [ 63 ], Korea Qualitative To describe nursing students’ perspectives on and experiences of a case-centred approach to nursing ethics education using the four topics method 10 nursing students Focus group discussion Content analysis Four themes emerged: 1) the i...…”

Section: Methodsmentioning

confidence: 99%

Ethics education to support ethical competence learning in healthcare: an integrative systematic review

et al. 2022

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Background Ethical problems in everyday healthcare work emerge for many reasons and constitute threats to ethical values. If these threats are not managed appropriately, there is a risk that the patient may be inflicted with moral harm or injury, while healthcare professionals are at risk of feeling moral distress. Therefore, it is essential to support the learning and development of ethical competencies among healthcare professionals and students. The aim of this study was to explore the available literature regarding ethics education that promotes ethical competence learning for healthcare professionals and students undergoing training in healthcare professions. Methods In this integrative systematic review, literature was searched within the PubMed, CINAHL, and PsycInfo databases using the search terms ‘health personnel’, ‘students’, ‘ethics’, ‘moral’, ‘simulation’, and ‘teaching’. In total, 40 articles were selected for review. These articles included professionals from various healthcare professions and students who trained in these professions as subjects. The articles described participation in various forms of ethics education. Data were extracted and synthesised using thematic analysis. Results The review identified the need for support to make ethical competence learning possible, which in the long run was considered to promote the ability to manage ethical problems. Ethical competence learning was found to be helpful to healthcare professionals and students in drawing attention to ethical problems that they were not previously aware of. Dealing with ethical problems is primarily about reasoning about what is right and in the patient’s best interests, along with making decisions about what needs to be done in a specific situation. Conclusions The review identified different designs and course content for ethics education to support ethical competence learning. The findings could be used to develop healthcare professionals’ and students’ readiness and capabilities to recognise as well as to respond appropriately to ethically problematic work situations.

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Gelingende Ethik-Lehre in der Medizin. Erkenntnisse aus der Lehrforschung

2022

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ZusammenfassungDie Frage nach den Faktoren, die eine wirksame Ethik-Lehre in der Medizin ausmachen, blieb bislang weitgehend unbeantwortet. Vor allem im deutschsprachigen Raum wird hier zu wenig Forschung betrieben. Aufgrund fehlender wissenschaftlich aussagekräftiger Evaluationsstudien lässt sich somit mitunter nur vermuten, wie wirksam bestimmte Lehrformate und -methoden in der Ethik-Lehre tatsächlich sind. Die Auswahl von Lehrformaten und -methoden, die Ethik-Dozierende für das Erreichen eines festgelegten Lernziels einsetzen, wird häufig nicht nach evidenzbasierten Kriterien, sondern auf der Grundlage von guten oder schlechten Lehrerfahrungen sowie von unmittelbarem Feedback der Studierenden getroffen. Im vorliegenden Beitrag werden nach einem kurzen Überblick über Evaluationsverfahren ethischer Kompetenzen Erkenntnisse aus ausgewählten internationalen Wirksamkeitsstudien vorgestellt und auf ihre Relevanz für den Medizinethik-Unterricht diskutiert. Wenngleich die Erkenntnisse aus diesen Evaluations- und Meta-Studien aus anderen, angrenzenden Bereichen wie der Forschungsethik und anderen Lehrkontexten kommen, so können sie doch als Diskussionsanstoß dienen und dazu beitragen, Eckpunkte für die Gestaltung wirksamer Ethik-Lehre in der Medizin im deutschsprachigen Raum zu definieren.

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Ethik First – extracurricular support for medical students and young physicians facing moral dilemmas in hospital routine

Cited by 5 publications

References 17 publications

Extracurricular activities in medical education: an integrative literature review

Extracurricular activities in medical education: an integrative literature review

Ethics education to support ethical competence learning in healthcare: an integrative systematic review

Gelingende Ethik-Lehre in der Medizin. Erkenntnisse aus der Lehrforschung

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