Ethics Case Study Research Articles

Telemedicine Training in Undergraduate Medical Education: Mixed-Methods Review.

BackgroundTelemedicine has grown exponentially in the United States over the past few decades, and contemporary trends in the health care environment are serving to fuel this growth into the future. Therefore, medical schools are learning to incorporate telemedicine competencies into the undergraduate medical education of future physicians so that they can more effectively leverage telemedicine technologies for improving the quality of care, increasing patient access, and reducing health care expense. This review articulates the efforts of allopathic-degree-granting medical schools in the United States to characterize and systematize the learnings that have been generated thus far in the domain of telemedicine training in undergraduate medical education.ObjectiveThe aim of this review was to collect and outline the current experiences and learnings that have been generated as medical schools have sought to implement telemedicine capacity-building into undergraduate medical education.MethodsWe performed a mixed-methods review, starting with a literature review via Scopus, tracking with Excel, and an email outreach effort utilizing telemedicine curriculum data gathered by the Liaison Committee on Medical Education. This outreach included 70 institutions and yielded 7 interviews, 4 peer-reviewed research papers, 6 online documents, and 3 completed survey responses.ResultsThere is an emerging, rich international body of learning being generated in the field of telemedicine training in undergraduate medical education. The integration of telemedicine-based lessons, ethics case-studies, clinical rotations, and even teleassessments are being found to offer great value for medical schools and their students. Most medical students find such training to be a valuable component of their preclinical and clinical education for a variety of reasons, which include fostering greater familiarity with telemedicine and increased comfort with applying telemedical approaches in their future careers.ConclusionsThese competencies are increasingly important in tackling the challenges facing health care in the 21st century, and further implementation of telemedicine curricula into undergraduate medical education is highly merited.

A Case Study in Cross-cultural Health Care and Ethics: Who Decides What Is in the Child’s “Best Interest”?

A Case Study in Cross-cultural Health Care and Ethics: Who Decides What Is in the Child’s “Best Interest”?

Cogent: a coherence-driven cognitive agent modelling and experimentation framework

Most agent modelling and simulation languages lack high-level syntactic features necessary for cognitive modelling. In this paper, we present Cogent, an interactive coherence-driven agent specification and simulation platform and demonstrate its use in ethical decision making. The underlying strategy is based on the concept of a connectionist, interactive activation model that implements the theory of coherence. Agents in the Cogent language are specified by a domain-specific language (DSL). The DSL provides the syntax for specifying the decision-making strategy along with its cognitive coherence model. The framework also provides the ability to model complex hierarchical cognitive network structures. To illustrate the utility of Cogent, we explore a machine ethics case study.

Cogent: a coherence-driven cognitive agent modelling and experimentation framework

Most agent modelling and simulation languages lack high-level syntactic features necessary for cognitive modelling. In this paper, we present Cogent, an interactive coherence-driven agent specification and simulation platform and demonstrate its use in ethical decision making. The underlying strategy is based on the concept of a connectionist, interactive activation model that implements the theory of coherence. Agents in the Cogent language are specified by a domain-specific language (DSL). The DSL provides the syntax for specifying the decision-making strategy along with its cognitive coherence model. The framework also provides the ability to model complex hierarchical cognitive network structures. To illustrate the utility of Cogent, we explore a machine ethics case study.

Effects of an Audience Response System for Peer Evaluations of Student Presentations in an Engineering Ethics Course

Engineering Ethics is an example of a subject in which there is no single correct answer. Unlike most other courses in the engineering field, where problems have a unique answer, students need to derive an optimal solution according to the context. For the ethics cource, the objective is being able to apply the ideas in practice in the real world, and this should be more of a focus than being able to understand the specialist terminology and derive model solutions. Group discussions and analysis of past cases are effective ways of cultivating this kind of ethical sense. In this study, we used an audience response system in classes and evaluated the learning benefits. Having students' own responses visualized in real time encourages active learning while still maintaining continuity of instruction. In particular, in the group presentations for ethics case studies, peer evaluations of the presentation techniques as well as the content of the idead presented were used. Having the voting results visualized in real time was useful for encouraging students to take an active interest in listening to the presentations. This was an effective way to encourage students to come to their own conclusions wnile understanding the diverse range of values held by other people.

Pharmacist Contributions

Faculty Discussant: Andrea Kjos, PharmD, PhD Article 1: The Evolution of the Field Of Social and Administrative Pharmacy: Past, Present, and Future: A Network Perspective Daniel Ricci, PharmD, MS; Betty Chewning, PhD Article 2: The Developing Role of Community Pharmacists in Facilitating Care Transitions Kooyman Chase; Matthew J. Witry, PharmD, PhD Article 3: Exploring the Utilization of Community Pharmacists to Facilitate Linkage and Retention in Care of People Living with HIV Adati Tarfa, PharmD, RPh; Olayinka Shiyanbola, PhD, BPharm Article 4: The Roles of Clinical Pharmacists in Diabetes Management: What Do Minority Patients with Uncontrolled Type 2 Diabetes Have to Say? Nadia A. Nabulsi, MPH; Connie H. Yan, PharmD; Ben S. Gerber, MD, MPH; Lisa K. Sharp, PhD Article 5: An Ethical Case Study of PBM Practices’ Impact on Providers Jacob J. Drettwan, Graduate Student; Andrea L. Kjos, PhD, PharmD Article 6: Operationalizing Occupational Fatigue in Wisconsin Pharmacists Taylor Watterson, PharmD; Kevin Look, PharmD, PhD; Michelle Chui, PharmD, PhD

Perceptions of robotics emulation of human ethics in educational settings: a content analysis

Purpose The purpose of this paper is to examine how robotics program developers perceived the role of emulation of human ethics when programming robots for use in educational settings. A purposive sampling of online robotics program developer professional sites which focused on the role of emulation of human ethics used when programming robots for use in educational settings was included in the study. Content related to robotics program developers’ perceptions on educational uses of robots and ethics were analyzed. Design/methodology/approach The design for this study was a qualitative summative content analysis. The researchers analyzed keywords related to a phenomenon. The phenomenon was the emulation of human ethics programmed in robots. Articles selected to be analyzed in this study were published by robotics program developers who focused on robots and ethics in the education. All articles analyzed in this study were posted online, and the public has complete access to the studies. Findings Robotics program developers viewed the importance of situational human ethics interpretations and implementations. To facilitate flexibility, robotics program developers programmed robots to search computer-based ethics related research, frameworks and case studies. Robotics program developers acknowledged the importance of human ethics, but they felt more flexibility was needed in the role of how classroom human ethical models were created, developed and used. Some robotic program developers expressed questions and concerns about the implementations of flexible robot ethical accountability levels and behaviors in the educational setting. Robotics program developers argued that educational robots were not designed or programmed to emulate human ethics. Research limitations/implications One limitation of the study was 32 online, public articles written by robotics program designers analyzed through qualitative content analysis to find themes and patterns. In qualitative content analysis studies, findings may not be as generalizable as in quantitative studies. Another limitation was only a limited number of articles written by robotics programs existed which addressed robotics and emulation of human ethics in the educational setting. Practical implications The significance of this study is the need for a renewed global initiative in education to promote debates, research and on-going collaboration with scientific leaders on ethics and programming robots. The implication for education leaders is to provide ongoing professional development on the role of ethics in education and to create best practices for using robots in education to promote increased student learning and enhance the teaching process. Social implications The implications of this study are global. All cultures will be affected by the robotics’ shift in how students are taught ethical decision making in the educational setting. Robotics program developers will create computational educational moral models which will replace archetypal educational ethics frameworks. Because robotics program developers do not classify robots as human, educators, parents and communities will continue to question the use of robots in educational settings, and they will challenge robotics ethical dilemmas, moral standards and computational findings. The examination of robotics program developers’ perspectives through different lens may help close the gap and establish a new understanding among all stakeholders. Originality/value Four university doctoral faculty members conducted this content analysis study. After discussions on robotics and educational ethics, the researchers discovered a gap in the literature on the use of robots in the educational setting and the emulation of human ethics in robots. Therefore, to explore the implications for educators, the researchers formed a group to research the topic to learn more about the topic. No personal gains resulted from the study. All research was original. All cultures will be affected by the robotics’ shift in how students are taught ethical decision making in the educational setting. Robotics program developers will create computational educational moral models which will replace archetypal educational ethics frameworks. Because robotics program developers do not classify robots as human, educators, parents and communities will continue to question the use of robots in educational settings, and they will challenge robotics ethical dilemmas, moral standards, and computational findings. The examination of robotics program developers’ perspectives through different lens may help close the gap and establish a new understanding among all stakeholders.

Disclosure and disavowal

The Scandal in Academia is a large-scale fictional ethical case study of around 17,000 words and fourteen separate revelations. They are delivered as newspaper extracts from a newspaper reporting on an ongoing crisis at a Scottish educational institution. The scandal case study as presented in its original form comes with only limited commentary on the ethical issues raised, concentrating instead on providing the scenario in isolation. This paper is a companion piece to that case study, discussing the 7 th and 8 th revelations with reference to the issues raised, the mainstream media, and the formal academic literature. The discussion presented here is not intended to be exhaustive or definitive. It is instead indicative of an approach that could be taken within a formal educational context, and illustrative of the kind of discussions that ideally emerge from the effective use of the material.

Ethics in radiology: A case-based approach

Ethics training is required for all radiology residents in Canada, but this may be difficult to provide as radiology departments may not have radiologists with formal ethics training, and may not have access to educational resources focussed on teaching ethics to radiologists. We describe the implementation of a case-based approach to teaching and learning ethics, designed for Canadian radiologists. This approach can be adapted for use in other specialties through development of specialty-specific ethics case scenarios. Ethics case study rounds specific to Canadian radiologic practice were presented at two different institutions, and using two different methods within one institution. In one method, we requested that the residents read the case study and questions ahead of time; in the other, the rounds were presented without any expectation of residents doing prior preparation. The participants, as a group, agreed with all seven survey statements describing the value of the experience. The opportunity to read the case ahead of time seemed helpful for some residents, but was not found to be overall more useful than discussing the case without prior review. Indeed, more than half of the resident participants in this group indicated that they did not make use of the advance materials at all. Resident feedback indicates that ethics case study rounds are a useful and valuable experience, especially when the case is specifically tailored to their medical practice. Prior preparation was not necessary for residents to benefit from these rounds.

Reporting to parents on children\u2019s exposures to asthma triggers in low-income and public housing, an interview-based case study of ethics, environmental literacy, individual action, and public health benefits

BackgroundEmerging evidence about the effects of endocrine disruptors on asthma symptoms suggests new opportunities to reduce asthma by changing personal environments. Right-to-know ethics supports returning personal results for these chemicals to participants, so they can make decisions to reduce exposures. Yet researchers and institutional review boards have been reluctant to approve results reports in low-income communities, which are disproportionately affected by asthma. Concerns include limited literacy, lack of resources to reduce exposures, co-occurring stressors, and lack of models for effective reporting. To better understand the ethical and public health implications of returning personal results in low-income communities, we investigated parents’ experiences of learning their children’s environmental chemical and biomonitoring results in the Green Housing Study of asthma.MethodsThe Green Housing Study measured indoor chemical exposures, allergens, and children’s asthma symptoms in “green”-renovated public housing and control sites in metro-Boston and Cincinnati in 2011–2013. We developed reports for parents of children in the study, including results for their child and community. We observed community meetings where results were reported, and metro-Boston residents participated in semi-structured interviews in 2015 about their report-back experience. Interviews were systematically coded and analyzed.ResultsReport-back was positively received, contributed to greater understanding, built trust between researchers and participants, and facilitated action to improve health. Sampling visits and community meetings also contributed to creating a positive study experience for participants. Participants were able to make changes in their homes, such as altering product use and habits that may reduce asthma symptoms, though some faced roadblocks from family members. Participants also gained access to medical resources, though some felt that clinicians were not responsive. Participants wanted larger scale change from government or industry and wanted researchers to leverage study results to achieve change.ConclusionsReport-back on environmental chemical exposures in low-income communities can enhance research benefits by engaging residents with personally relevant information that informs and motivates actions to reduce exposure to asthma triggers. Ethical practices in research should support deliberative report-back in vulnerable communities.

Logos II - Virtue Ethics and Political Corruption: An Ethical Case Study

This ethical case study will apply virtue ethics in moral decision making. It is argued that exposing corruption defends virtue and protects the good life by demonstrating a commitment to honesty and truth. Virtuous behaviour allows us to live socially and undermines the attempts of dishonest individuals to secure a comfortable life immorally.

The role of male partners in women\u2019s participation in research during pregnancy: a case study from the partners demonstration project

The exclusion of pregnant women from health research remains a significant challenge globally. In settings where cultural traditions and gender norms support a more restricted decision-making role for women in general, little is known about the attitudes of male partners toward the inclusion of women in research during pregnancy. Understanding the expectations of both men and women in such cultural settings offers an opportunity to engage and address local ethical concerns to improve women’s access to research during pregnancy and enhance intervention development. In this paper, we present a qualitative research ethics case study, drawn from the Partners Demonstration Project of pre-exposure prophylaxis (PrEP) in Kenya, regarding the role of male partners in decision-making to continue PrEP during pregnancy. PrEP is an effective HIV prevention tool; however, since pregnant women were excluded from early PrEP clinical trials, safety and efficacy data during pregnancy are limited. Given continued high rates of HIV infection for women, some pregnant women are now being provided with PrEP or are involved in PrEP research. Men and women in our study were equally concerned about the health risks of PrEP to the fetus and depended on healthcare provider guidance to understand these risks. Because the demonstration project enrolled couples, an implicit social expectation for many women’s continuation of PrEP during pregnancy was consultation with male partners. Some women reported that consenting to participate was exclusively a woman’s decision; however, many reported that they deferred to their male partner’s opinion and support during the decision-making process. Most male partners believed women should not participate in research studies without their partner’s permission, while a few men believed participation was ultimately a woman’s decision. We suggest that relational autonomy can support a middle ground for informed consent that promotes women’s autonomy while accommodating partner engagement.

Activity and Philosophy of the Anti-Kidnapping Society : A Case Study of the Social Ethics of Merchants in Pepublican Shanghai

Activity and Philosophy of the Anti-Kidnapping Society : A Case Study of the Social Ethics of Merchants in Pepublican Shanghai

Henry Molaison's operation for epilepsy: a case study in medical ethics.

Dr. William Beecher Scoville, an eminent American neurosurgeon of the 1940s, offered to treat Mr Molaison for his intractable epilepsy. During the operation, he removed large portions of both of Mr. Molaison's temporal lobes. Such an operation had never been performed earlier as the function of these parts of the brain was not clearly understood and neurosurgeons such as Dr. Wilder Penfield of Canada feared they could cause grave damage to the patient. Mr. Molaison developed severe loss of memory to the extent that a few minutes after meeting someone, he had no recollection of the meeting and he could not find his way to his own home. Mr. Dittrich, grandson of Dr. Scoville, has analysed the operation on Mr. Molaison's brain against the background of neurosurgery in the 1940s. This essay discusses the ethical aspects of Dr. Scoville's operation in the light of current understanding and practice.

Teaching Public Ethics with TV: Parks and Recreation as a Source of Case Studies

Codes of ethics seek to inspire public servants to work ethically, yet ethical misbehavior by public officials appears often in the news. While there exists a lack of consensus about whether ethics education leads to behavioral changes, public administration programs typically include ethics instruction anyway, as either a separate course or sprinkled throughout the curriculum. Student engagement is critical for ethics education, and audiovisual media are known to increase engagement and active learning. Parks and Recreation, a popular NBC sitcom, is proposed here as a useful source of ethics case studies and scenarios that instructors can use to supplement their ethics instruction. A content analysis of the series indicates that more than 35% of the episodes contain ethical content, much of which may be beneficial for the classroom. Three episodes are explained in depth and the utility of the show for ethics education is explored.

Do Not Resuscitate, with No Surrogate and No Advance Directive: An Ethics Case Study

Do-not-resuscitate (DNR) orders are typically signed by physicians in conjunction with patients or their surrogate decision makers in order to instruct healthcare providers not to perform cardiopulmonary resuscitation (CPR). Both the medical literature and CPR guidelines fail to address when it is appropriate for physicians to sign DNR orders without any knowledge of a patient's wishes. We explore the ethical issues surrounding instituting a two-physician DNR for a dying patient with multiple comorbidities and no medical record on file, no advance directives, and no surrogate decision maker. Through this case we also highlight the issues of poor prognostication and the reversal of a DNR in such circumstances.

Ethics in MD/MPH Curricula: A Case Study Describing Unique Considerations for Dual-Degree Students

This article was migrated. The article was not marked as recommended. Ethics is a general core competency in undergraduate medical education (UME) and represents an accepted and established component of the contemporary medical curriculum as required by the Liaison Committee on Medical Education (LCME). Similarly, ethics is a key element in many professional degrees of public health, including the Master and Doctor of Public Health programs, as mandated by the Council on Education for Public Health (CEPH). The recent rise of dual-degree programs integrating Doctor of Medicine or Doctor of Osteopathic Medicine training with Master's in Public Health, coupled with the lack of formal educational guidelines for integrating ethics into such programs, represents a new challenge to educators. In 2011, the University of Miami Miller School of Medicine (UMMSM) launched the nation's largest MD/MPH dual-degree cohort. This initiative serves as a case study of ethics playing a supporting role in such dual-degree programs. Although preliminary assessments are encouraging, additional evaluation is necessary to determine the effectiveness of integrating ethics training in dual-degree programs.

Prompt in Theory and Delay in Practice: a case study in museum ethics

Prompt in Theory and Delay in Practice: a case study in museum ethics

The quantified university

The Scandal in Academia is a large-scale fictional ethical case study of around 17,000 words and fourteen separate revelations. They are delivered as newspaper extracts from a newspaper reporting on an ongoing crisis at a Scottish educational institution. The scandal case study as presented in its original form comes with only limited commentary on the ethical issues raised, concentrating instead on providing the scenario in isolation. This paper is a companion piece to that case study, discussing the fifth and sixth revelations with reference to the issues raised, the mainstream media, and the formal academic literature. The discussion presented here is not intended to be exhaustive or definitive. It is instead indicative of an approach that could be taken within a formal educational context, and illustrative of the kind of discussions that ideally emerge from the effective use of the material.

The Selfie-Made Man: A Case Study in Law, Ethics, and Instagram

Journal of Legal Studies EducationVolume 33, Issue 2 p. 181-233 Article The Selfie-Made Man: A Case Study in Law, Ethics, and Instagram Lee B. Burgunder, Lee B. Burgunder Professor of Business Law & Public Policy, Orfalea College of Business, Cal Poly, San Luis Obispo.Search for more papers by this author Lee B. Burgunder, Lee B. Burgunder Professor of Business Law & Public Policy, Orfalea College of Business, Cal Poly, San Luis Obispo.Search for more papers by this author First published: 05 August 2016 https://doi.org/10.1111/jlse.12046 Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Volume33, Issue2Summer 2016Pages 181-233 RelatedInformation