Implementing and evaluating a course in professional ethics for an undergraduate pharmacy curriculum: A feasibility study

Fino, Leen; Alsayed, Ahmad R.; Basheti, Iman A.; Saini, Bandana; Moles, Rebekah; Chaar, Betty

doi:10.1016/j.cptl.2021.11.031

Cited by 5 publications

(2 citation statements)

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“…Thematic analysis of the data yielded three key themes: the importance of ethics education in the field of pharmacy, the perceived influence of ethics courses on pharmacy practice, and recommendations for enhancing the content of these courses. Following ethics education, students consistently emphasized the necessity and effectiveness of this education [6]. According to the findings of a study conducted by Alaca and Aydınlı Kulak, the majority of participants who received ethics/deontology training expressed positive opinions regarding the importance of ethical rules and the necessity of education.…”

Section: Resultsmentioning

confidence: 99%

“…A recent study conducted in Jordan in 2022 provided ethics training to pharmacy students and evaluated their progress using questionnaires and focus group interviews. The findings revealed that students' self-confidence increased after the ethics training, leading to more decisive actions in ethical dilemmas [6]. Numerous studies have emphasized the potential of training programs to enhance ethical sensitivity among healthcare professionals, including pharmacists [7][8][9].…”

Section: Introductionmentioning

confidence: 98%

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Ethical Sensitivity: A Comparative Analysis of Pharmacy Students Taking and Not Taking an Ethics Course in Terms of Various Variables

Deniz

Eren

2023

Ankara Ecz. Fak. Derg.

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Objective: The present study aimed to assess ethical sensitivity in second, third, fourth, and fifth-year pharmacy students who have already completed the ethics course in Erzurum province, Turkey, as well as first-year pharmacy students who have not yet taken the ethics course in terms of various variables. Material and Method: This study adopts a cross-sectional design to compare the ethical sensitivity of two groups of pharmacy students: those who have completed an ethics course and those who have not. This study included 476 out of 840 undergraduate pharmacy students from Erzurum province. Differences in ethical sensitivity based on demographic characteristics were analyzed using t-tests and ANOVA. The level of statistical significance was set at 0.05. Result and Discussion: In the comparison between students who have taken the ethics course and those who have not, a statistically significant difference was found between female and male students who have taken the ethics course (p=0.00), indicating that gender plays a role in ethical sensitivity among students who have received ethics education. However, among students who have not taken the ethics course, no statistically significant difference was found between genders (p=0.13). No statistically significant difference was observed among students in different university classes. In the study assessing professional ethical sensitivity among pharmacy students, it was found that their level of ethical sensitivity was above average. To cultivate a heightened level of professional ethical sensitivity, it is widely believed that pharmacy education should integrate more comprehensive training focused on emphasizing the significance of professional behavior and ethical values.

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 98%

Ethical Sensitivity: A Comparative Analysis of Pharmacy Students Taking and Not Taking an Ethics Course in Terms of Various Variables

Deniz

Eren

2023

Ankara Ecz. Fak. Derg.

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Curricular Assessment Blueprint and Needs Analysis for the Social, Administrative, and Behavioral Foundational Sciences

Chen,

Thornby,

Law

2024

American Journal of Pharmaceutical Education

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Digital interventions to support morality: A scoping review

Scuotto,

Triberti,

Iavarone

et al. 2024

Brit J of Edu Psychol

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BackgroundMorality and moral reasoning develop over the course of life, but such development may encounter obstacles. Psycho‐educational interventions could be designed to improve moral reasoning and attitude towards prosociality. In the last decades, many interventions employed digital technologies ranging from multicomponent online platforms to serious games and virtual reality, making use of interactivity and immersive properties that could make moral stimuli more engaging.AimsThis study aimed at reviewing the literature on digital interventions to support morality and moral reasoning, carried out with subjects of all age groups.Methods and resultsTwo electronic databases were searched with a systematic approach, and retrieved publications were scanned by authors against inclusion criteria. Twenty‐three articles were reviewed. In general, the literature describes encouraging results of digital interventions to support morality. Moreover, a huge variety of morality conceptualizations emerged across various contexts (e.g., professional, school and sports) as well as various outcome measurements (e.g., change in attitudes and change in behaviour).ConclusionsEffectiveness of digital interventions may relate to immersive and interactive simulations in particular, in that they allow participants not only to learn about moral rules and principles but also to actively exercise their own morality to make decisions. Future research may build on the present scoping review to analyse specific types of interventions' effectiveness with a meta‐analytical approach.

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Implementing and evaluating a course in professional ethics for an undergraduate pharmacy curriculum: A feasibility study

Cited by 5 publications

References 28 publications

Ethical Sensitivity: A Comparative Analysis of Pharmacy Students Taking and Not Taking an Ethics Course in Terms of Various Variables

Ethical Sensitivity: A Comparative Analysis of Pharmacy Students Taking and Not Taking an Ethics Course in Terms of Various Variables

Curricular Assessment Blueprint and Needs Analysis for the Social, Administrative, and Behavioral Foundational Sciences

Digital interventions to support morality: A scoping review

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