Abstract
This article discusses the development, content, implementation, and evaluation of an interprofessional ethics curriculum that has been integrated as a required component of learning in the Faculty of Pharmaceutical Sciences at the University of British Columbia (UBC), along with 12 other health professional programs. We start by giving a background and rationale for the development of the integrated ethics (iEthics) curriculum, led by UBC Health, and provide an overview of the pedagogical approach used, curriculum model, and content. We outline the way in which the iEthics curriculum has been implemented in the Faculty and share findings from program evaluations. In the discussion section, we reflect on our experience as facilitators for the interprofessional workshops and link these experiences with the findings from the program evaluations. These reflections highlight the way in which the iEthics curriculum has been successful in meeting the desired outcomes of learning in terms of the interprofessional delivery, and provide insights into how the findings from the iEthics evaluation informed other modules in the integrated curriculum and its implementation in the Faculty of Pharmaceutical Sciences.
Highlights
Ethics is an essential component of all health professional education [1]
As had been done with similar topics, such as pain management, we identified ethics as a topic that could act as a vector for interprofessional learning [3]
We found that there was common content related to ethics across the health disciplines at University of British Columbia (UBC), providing a significant opportunity for economies of scale in terms of the delivery of this content across programs [4,5]
Summary
Ethics is an essential component of all health professional education [1]. We found that there was common content related to ethics across the health disciplines at UBC, providing a significant opportunity for economies of scale in terms of the delivery of this content across programs [4,5]. Ethical issues transcend disciplinary boundaries, as many can only be adequately addressed using an interprofessional collaborative approach. As such, using an interprofessional approach to teaching ethics, in addition to other complex areas of healthcare, has been shown to greatly enhance student learning and better prepare them to work within existing and emerging models of team-based care [4]
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