The Right Place and the Right Time: Incorporating Ethics into the Undergraduate Biochemistry Curriculum

Mann, Meagan K.

doi:10.1021/bk-2017-1266.ch004

Cited by 5 publications

(2 citation statements)

References 17 publications

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“…Given the way in which ethics and science are interwoven in medical practice, we asked the question whether ethics could be integrated in biomedical science curriculum of pre-clinical medical training. While a review of literature has revealed recent efforts to implement ethics education into science education [23][24][25][26], we couldn't find any discussion of efforts to embed ethics curriculum within the biomedical science curriculum in particular, except for anatomy [27].…”

Section: Introductionmentioning

confidence: 98%

Building connections between biomedical sciences and ethics for medical students

et al. 2022

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Background Medical ethics education is crucial for preparing medical students to face ethical situations that can arise in patient care. Instances of ethics being integrated into biomedical science education to build the connection between human science and ethics is limited. The specific aim of this study was to measure student attitudes towards an innovative curriculum design that integrates ethics education directly into a biomedical science course in pre-clinical medical curriculum. Methods In this cross-sectional study, three ethics learning modules were designed and built in a biomedical science course in the pre-clinical curriculum. All students of Class of 2024 who were enrolled in the course in 2021 were included in the study. Each module integrated ethics with basic science topics and was delivered with different teaching modalities. The first module used a documentary about a well-known patient with severe combined immunodeficiency disease. The second module was delivered through a clinical scenario on HIV infection. The third module used small group discussion and debate on the topic of blood transfusion. For evaluation, students were asked to self-identify the ethical challenges associated with each module and complete reflective writing to assess their knowledge and attitude. Quantitative and qualitative analyses were conducted on student perceptions of each module. Results Likert scale ratings on the usefulness of each module revealed significantly higher ratings for the small group discussion/debate module, seconded by the documentary and lastly the case scenario only modules. Narrative analysis on student feedback revealed three themes: General favorable impression, Perceived learning outcomes, and Critiques and suggestion. Common and unique codes were identified to measure the strengths and weaknesses of each module. Overall, students’ perception of the curriculum design was extremely positive. Conclusions This curriculum design enabled us to highlight foundational biomedical sciences and clinical conditions with ethical dilemmas that physicians are likely to face in practice. Students found value in the modules, with a preference for the most active learning method. This study provides insight on a novel approach for integrating medical ethics into biomedical science courses that can be tailored to any institution. Strategies learned include utilizing active learning modalities and discussion.

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Section: Introductionmentioning

confidence: 98%

Building connections between biomedical sciences and ethics for medical students

et al. 2022

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“…Ethics is widely regarded as foundational to research and innovation in STEM . That education and training are regarded as vital is evidenced by the requirement for the training of all participants in the academy supported with federal funding (NIH or NSF) in the responsible conduct of research (RCR). − Consequently, much attention has been paid by educators to identify efficacious methods of teaching undergraduates, graduate students, and postgraduates about RCR. − Case studies, ,− modules, and even courses ,− have been designed and implemented to teach undergraduate and graduate student chemists ethics. No direct information is available on the degree to which chemistry faculty are aware of and are using these materials in their classrooms.…”

Section: Introductionmentioning

confidence: 99%

Interactive Poster Survey Study of ACS Members’ Knowledge and Needs on Research Ethics

Mabrouk

Schelble

2018

J. Chem. Educ.

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An interactive poster exhibited at two poster sessions at the Fall 2016 American Chemical Society (ACS) National Meeting was used as a vehicle to learn about ACS members’ concerns and needs related to research ethics and to identify opportunities for engagement of the Society by the Committee on Ethics (ETHX) and others in terms of ethics awareness, education, and meeting programming. The poster which leveraged color-coded sticky notes engaged 92 poster session attendees representing a wide array of shareholders from academe and industry. 15% of the participants returned to the poster to learn what other conferees had posted. The study identified a number of critical gaps in knowledge that represent opportunities for ACS, educators, and others to engage members in the vital area of research ethics education and training. These include a lack of awareness of existing resources on research ethics, an interest among members for materials for student training, and concerns about ethical issues in the areas of publications, plagiarism, data-handling, teaching ethics, and ethical decision-making.

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Introduction to Chemistry and the Liberal Arts Approach

Crawford

Kloepper

2017

ACS Symposium Series

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The Right Place and the Right Time: Incorporating Ethics into the Undergraduate Biochemistry Curriculum

Cited by 5 publications

References 17 publications

Building connections between biomedical sciences and ethics for medical students

Building connections between biomedical sciences and ethics for medical students

Interactive Poster Survey Study of ACS Members’ Knowledge and Needs on Research Ethics

Introduction to Chemistry and the Liberal Arts Approach

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