Teaching Medical Students to Discern Ethical Problems in Human Clinical Research Studies

Roberts, Laura Weiss; Warner, Teddy D.; Hammond, Katherine A. Green; Brody, Janet L.; Kaminsky, Alexis; Roberts, Brian

doi:10.1097/00001888-200510000-00012

Cited by 32 publications

(14 citation statements)

References 25 publications

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“…Participants instructed to sort using an exemplar-based approach, compared with those using definitions outlining central features of the categories, required fewer attempts to sort the given problems successfully. As another example, Roberts et al (2005) found empirical support for an intervention to train medical students to discern ethical problems in human clinical research studies. Stud ies of adaptations of such interventions applied in the domain of professional ethics training in counseling and psychology might inform effective methods to teach students with minimal training begin to recognize, define, and represent key structural elements of the ethical principles in psychology practice under conditions of distracting information.…”

Section: Implications For Trainingmentioning

confidence: 99%

Effects of experience and surface-level distraction on ability to perceive ethical issues.

Fialkov¹,

Jackson²,

Rabinowitz³

2014

Training and Education in Professional Psychology

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In an application of cognitive science research to psychology ethics training, this study investigated the ability of psychology students with 2 levels of experience (professional ethics course; no professional ethics course) to perceive ethical issues in ambiguous scenarios in which psychology ethics issues were not identified to participants as the focus of interest. A triad judgment task, used in studies of cognitive problem representation of learners in other domains (e.g., mathematics and education), had participants choose which of 2 scenarios "goes best" with a target scenario. Three types of triads were presented: (a) a scenario with similar surface features (in stoiy narrative) versus unrelated features, (b) scenarios with similar deep structural features (in underlying ethical issue) versus unrelated features, and (c) scenarios with similar surface versus similar structural features. Results showed that when there was competition between surface and structural features, more experienced students were better able to perceive the underlying professional ethical issues. However, all students (with or without psychology ethics training) were able to perceive the professional ethical issues when distracting features were removed. Results are interpreted in reference to a competence-performance distinction found in other domains, which suggests that automatic schema activation for less experienced learners may account for their being distracted by surface features of a problem and not by the inability to perceive important underlying features, that is, psychology ethical issues. Implications are discussed for how these findings about the cognitive processes inherent in ethical decision making in professional counseling and psychology might be used to inform and improve ethics training.

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Section: Implications For Trainingmentioning

confidence: 99%

Effects of experience and surface-level distraction on ability to perceive ethical issues.

Fialkov¹,

Jackson²,

Rabinowitz³

2014

Training and Education in Professional Psychology

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“…La investigación se desarrolló en programas universitarios relacionados con la asistencia sanitaria. Se consideraron 40 las materias relativas a los temas éticos en los cuidados de la salud como: Ética, Filosofía, Ética Médica, Ética Profesional y Bioética. Los investigadores enviaron cuestionarios a las 183 escuelas existentes en Japón en el año 2003, 80 de medicina y 103 de enfermería, para que fueran respondidos por los profesores universitarios encargados de la formación en Bioética.…”

Section: Sobre Los Procesos De Enseñanza Aprendizajeunclassified

Tendencias de la formación bioética en los currículos universitarios

Múnera¹

2015

RCB

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Se analizan las tendencias de la formación bioética en los currículos universitarios desde el inicio de este siglo. El propósito es establecer aspectos pedagógicos que permiten mejorar la capacidad de los estudiantes en Bioética y detectar aquellos pendientes de ser explorados y ampliados. Se tuvieron en cuenta: los paradigmas investigativos, pregrados y posgrados, los países donde se hicieron los estudios, los significados sobre Bioética, la visión de los egresados, los procesos de enseñanza - aprendizaje, los dilemas bioéticos en los actores curriculares, la evaluación de resultados y el impacto de los procesos de enseñanza aprendizaje. En los resultados se encuentra un predominio del enfoque explicativo. Existe consenso en que la enseñanza de la Bioética es más efectiva cuando está basada en los grupos pequeños y que debe darse por equipos interdisciplinarios,<br />en la fundamentación como en la profesionalización. Varios artículos analizan los dilemas<br />entre los estudiantes, pero no se encontraron investigaciones acerca de los significados sobre Bioética que emergen en las comunidades académicas de las universidades.

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“…Für die Evaluation ergibt sich das systematische Problem, dass die Veränderungen in Haltung und Charakter von Studenten, die diesen Lehrmethoden spezifisch zurechenbar sind, nur sehr schwer objektiv abgeprüft werden können, und daher auch meist nicht evaluiert werden [40]. Zwar können Studenten, die ein bestimmtes, tugend-orientiertes Lehrprogramm durchlaufen haben, danach befragt werden, welchen Eindruck sie von ihrer eigenen Entwicklung hinsichtlich der thematisierten Haltungen haben [41][42][43]. Auch können die Dozierenden ihre Beobachtungen über die Entwicklung der Studenten zu Protokoll geben [44][45][46][47][48].…”

Section: Evaluation Von Haltungen Tugenden Und Charaktereigenschaftenunclassified

Medizinethik als Unterrichtsfach

Buyx

Maxwell

Supper³

et al. 2008

Wien Klin Wochenschr

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In most European countries, medical ethics has become a more or less established subject in medical school curricula. Accordingly, the need to evaluate its success has arisen. In our paper, we describe the controversial debate about the proper goals of teaching medical ethics. Secondly, we present an overview of current efforts to measure and evaluate the outcome and effect of different medical ethics teaching programmes on medical students and young physicians. We conclude that medical ethics teaching is amenable to a great variety of teaching and evaluation methods. Finally, we argue that medical ethics teaching should include: (1) the teaching of moral reasoning skills, (2) the instruction about relevant ethical knowledge, as well as (3) the development of certain character traits. Methods to evaluate ethical knowledge and moral reasoning skills are readily available, while the evaluation of the development of character traits poses important conceptual difficulties.

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Teaching Medical Students to Discern Ethical Problems in Human Clinical Research Studies

Abstract: The criteria-focused intervention produced enhanced ethical evaluation skills. This work supports the potential value of empirically derived methods for preparing professionals to discern ethical aspects of human studies.

Cited by 32 publications

References 25 publications

Effects of experience and surface-level distraction on ability to perceive ethical issues.

Effects of experience and surface-level distraction on ability to perceive ethical issues.

Tendencias de la formación bioética en los currículos universitarios

Medizinethik als Unterrichtsfach

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