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J Gen Intern Med. 2013 Apr;28(4):578-82. doi: 10.1007/s11606-012-2277-0. Epub 2012 Nov 21.

Learning by doing: effectively incorporating ethics education into residency training.

Author information

1
Division of Medical Ethics, Weill Cornell Medical College, 435 E. 70th St. Suite 4-J, New York, NY 10021, USA.

Abstract

BACKGROUND:

Medical ethics is a critical component of the curriculum for clinical trainees. Educational initiatives should adapt content to participants' experience in order to ensure relevance and retain their interest.

AIM:

To develop and evaluate an experiential educational program for physicians.

SETTING:

Academic medical center.

PARTICIPANTS:

Senior internal medicine residents (nā€‰=ā€‰40).

PROGRAM DESCRIPTION:

A case-based didactic program was designed in which each resident shared a difficult ethics case from their clinical experience. We created a curriculum around these cases involving formal didactics as well as open-ended discussion and summarized the ethical issues most relevant to the participants. A course survey was administered based upon the validated Students' Evaluation of Educational Quality (SEEQ).

PROGRAM EVALUATION:

Common issues raised included surrogate decision-making (18 %), refusal of treatment (14 %), capacity/informed consent (10 %), and medical futility (10 %). Mean SEEQ subscale scores for learning value, organization/clarity, group interaction, breadth of coverage, and assignments/readings were 4.5 (maximum possible score 5). Residents unanimously rated the course overall as good/very good, and all agreed or strongly agreed that the course was useful and its structure effective.

DISCUSSION:

An experiential case-based didactic program in medical ethics engaged adult learners and facilitated a comprehensive and clinically relevant educational initiative.

PMID:
23179971
PMCID:
PMC3599016
DOI:
10.1007/s11606-012-2277-0
[Indexed for MEDLINE]
Free PMC Article
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