Teaching Ethics in Physical Therapy Education: a Delphi Study

Triezenberg, Herman L

doi:10.1097/00001416-199707000-00005

Cited by 16 publications

(9 citation statements)

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“…In Swisher's 6 review only two authors specifically addressed physical therapy ethics education. 47,48 Similarly, only two 26,27 draw attention to the lack of consensus within the profession about the need for specific ethics curricula within physical therapy academic programs, the nature of the content, the number of hours assigned to it, and effective instructional strategies.…”

Section: Discussionmentioning

confidence: 99%

Ethics knowledge in physical therapy: a narrative review of the literature since 2000

Carpenter¹,

Richardson²

2008

Physical Therapy Reviews

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Objective: The purpose of this narrative review is to assess current physical therapy ethics knowledge by synthesizing literature published since 2000. Method: This review builds on an earlier analysis.6 A rigorous search of major databases (including Medline, CINAHL, and PubMed) was conducted using specific keywords and explicit inclusion and exclusion criteria. The final review included 27 peer-reviewed articles and three editorials/lectures. Results: Four themes of papers were identified that focused on (1) development of physical therapy ethics knowledge, (2) ethical issues related to conducting research, (3) how ethical issues are identified and managed and how ethical practice is taught, and (4) development of theoretical ethical decision-making models. Discussion: The literature reflects a steady growth in interest in physical therapy ethics. Some 'gaps' in knowledge have been addressed but others have not, such as the impact of the institutional environment and cultural dimensions of practice on ethical reasoning. Research studies, using mostly qualitative approaches, identify similar issues but a synthesis of the findings is made difficult by lack of consistency in purpose and study design. While inclusion of ethics content in physical therapy curricula is recommended, little is known about how this is currently being achieved. Ethical theories are poorly integrated into the discussion of ethics in practice. Conclusion: This review reveals the continuing need to ensure the development of physical therapy ethical knowledge by consistently incorporating both ethical theories and practice knowledge in education curricula and establishing a rigorous research agenda that accurately reflects the unique and multidimensional nature of clinical practice.

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Section: Discussionmentioning

confidence: 99%

Ethics knowledge in physical therapy: a narrative review of the literature since 2000

Carpenter¹,

Richardson²

2008

Physical Therapy Reviews

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“…A modi ed Delphi technique was used to obtain consensus from an expert review panel on the common HC issues and qualities for employment success that were found in the manager interviews. The Delphi technique minimizes direct contact of the experts with one another when attempting to arrive at agreement on potentially diverse issues ( Couper, 1984;Dalkey & Helmer, 1969;Erffmeyer, Erffmeyer, & Lane, 1986, Treezenberg, 1997 . The three study investigators comprised the expert review panel and independently read all individual interviews and group summaries.…”

Section: Methodsmentioning

confidence: 99%

Managerial perspectives on health care service delivery

Pescatello

Glenney

Certo

2000

Physiotherapy Theory and Practice

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The purpose of this study was to garner expert opinion from health care ( HC) ( n = 68) and non-HC ( n = 15) managers on the issues likely to impact the work of entry level physical therapists and qualities for employment success. Students enrolled in a professional phase physical therapy ( PT) course conducted 83 manager interviews. The authors arrived at consensus regarding manager opinions on important HC issues and qualities for employment success with a modi ed Delphi technique. The Chi-square test was used to determine if HC issues and employment qualities differed among the managers' professions and settings. PT managers ( n = 50) found ancillary staff use to be a more important HC issue than did other HC managers ( n = 18) , 68.0% versus 27.8%, respectively ( p = 0 009) . Otherwise, PT managers were similar to other HC managers in their opinions on the pertinent HC issues. HC managers reported business skills to be not as essential for career success as non-HC managers did ( n = 15) , 22.1% versus 66.7%, respectively ( p = 0 001) . Managers in outpatient settings indicated a strong work ethic to be of greater importance than did managers in other HC settings ( p = 0 052) . These ndings support the use of innovative instructional strategies that offer students multiple perspectives on the realities of HC to optimize employm ent success.

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“…Despite the long history of ethics education in higher education, focused goals for ethics education programs in the allied health care professions were not formally established until 1998 when the Pew Health Professionals Commission formulated recommendations. 15,16 More specifically, the Hastings Center developed goals for ethics education for health professionals including stimulating moral imagination; recognizing ethical issues; eliciting a sense of moral obligation; developing analytic skills; and tolerating and reducing disagreement and ambiguity. 17 Developing the capacity for rational and imaginative thought involves the opportunity to deliberate on specific professional situations, reflection on action, and justification for decisions.…”

Section: Background Informationmentioning

confidence: 99%

“…Level II, professional enculturation, moves the student through pedagogically sound learning activities that strive to promote personal awareness, professional awareness, and organizational awareness by introducing conflict and transformation. These steps encourage the development of moral behaviors such as moral sensitivity, moral reasoning, and moral character 16,20,21 through varied ethical approaches -personal values, professional values and principles, and ethical theory, respectively. Bliss 22 discusses integrating meaning and purpose into the classroom and challenges educators to question the degree to which they model, integrate and infuse values into the classroom.…”

Section: The Modelmentioning

confidence: 99%

“…Further, the development of moral behavior through the integration of activities promoting moral sensitivity, moral judgment, moral motivation/moral reasoning, and moral character guide this ethics education framework. 16,20,21 Developing helpful relationships, socialization structures, fruitful thinking, and moral strength 36 are progressive elements to moral appreciation. Combining the theory with the practice of ethics education is fundamental to professional growth and maturation.…”

Section: Implications and Conclusionmentioning

confidence: 99%

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