Need For Ethics Training Research Articles

Attitudes toward Medical Ethics among Obstetricians and Gynecologists in Saudi Arabia: An Exploratory Survey.

Ethics is an important aspect of medical care. The purpose of this study was to investigate the attitudes of obstetricians and gynecologists towards various ethical issues and ethical principles, and their satisfaction with their knowledge, understanding, and problem-solving skills regarding ethical issues. Methods: A cross-sectional survey was conducted among the working OB/GYNs in Saudi Arabia from various hospitals in Saudi Arabia between May 2020 and August 2020. A link to the three-point Likert scale questionnaire was mailed to 1000 OB/GYNs working in various hospitals. The data were analyzed using inferential statistics. The quantitative data were expressed as absolute numbers and percentages. Results: A total of 391 out of 1000 OB/GYNs responded. Most of the respondents were female OB/GYNs (65%), most of them were working in tertiary government hospitals (63%), and most were educated in bioethics (62%). About 80.3% of the respondents considered ethics important, and there was a low satisfaction rate with their knowledge (26%), understanding (38.6%), and problem-solving skills (35.8%) related to ethical issues. Conclusions: The obstetricians and gynecologists considered ethics an important aspect of daily practice but lacked the skills and knowledge to deal with ethical issues. The level of satisfaction with practice ethics was very low. Despite the fact that most of them had undergone bioethics education, most of them expressed the need for ethics training. Theoretical ethics education seemingly did not increase competence in resolving ethical issues, whereas experience did. The workplace had a strong correlation with the employee's attitude toward ethical issues, principles, and satisfaction with their knowledge and skills in resolving ethical issues. The ethics curriculum needs to be structured in a more effective way to improve competence in dealing with ethical challenges in daily practice.

Online Medical Learning and Ethical Behaviour During the COVID-19 Pandemic

"The practice of unethical behaviours has been shown to be closely related to previous experience in adopting such behaviours. Many studies have identified that the observation of unprofessional behaviours in peers by the lack of reaction from teachers encourages students to adopt such behaviours that will be maintained throughout life. That is why the need for ethical training of medical students is necessary, especially since the adoption of online activity during COVID-19 pandemic that facilitates unethical behaviours, such as simulating attendance at classes, cheating the assessments, etc., which are much more difficult to prove. Keywords: medical students, ethics, medical education, COVID-19, pandemic, teachers, university. "

Ethical Dilemmas in Human Rights Field Education: A Case Study on Macro Practice in a Reproductive-Rights Policy Setting

In the article that follows, the two authors, a professor/field supervisor and a social work student intern in a conservative western state in the USA, discuss a values-based ethical dilemma in field-based social work education. While having to choose between particular values or perspectives in social work practice is relatively common—perhaps even part of the unique expertise we bring as social workers—the dilemmas faced by social work students in their field placements present particular challenges for the students, their field supervisors, and their instructors. The authors present a case study regarding birth control legislation that highlights those challenges—where an ideal solution for helping a particular population must be weighed with a marginally better but incomplete solution. Ultimately, this case and the authors’ reflection on it suggest the need for ethical training articulated by Gray and Gibbons (2007) that recognizes the limitations of ethical frameworks and the “Kantian and utilitarian ethics that [have] been taken to extremes” and dogmatized in some corners of the social work field (p. 234). Instead, the authors argue in favor of a broader, more flexible ethical training that includes virtue ethics and a focus on human rights. Further, case studies in courses need to include policy practice dilemmas, as these often challenge the dogmatic ethical frameworks that are often ill equipped to inform effective decision making under stressful circumstances.

Clinical Ethics Support Services Are Not as Well-Established in Forensic Psychiatry as in General Psychiatry.

Background: Mental health care professionals deal with complex ethical dilemmas that involve the principles of autonomy, justice, beneficence, and non-maleficence. Such dilemmas are even more prominent in forensic mental health care, where the restriction of personal rights is legitimated not only by patient well-being but also by public safety interests. Little is known about either the use of formal ethics support services or specific ethical needs in forensic mental health care. Knowledge about the current structures and how they compare with those in general psychiatry would help to identify the most important ethical issues and to analyze whether there are unmet needs that might require specific ethics support.Methods: We performed a survey study in all general psychiatric and forensic psychiatric inpatient departments in Germany. The aims were to compare the availability and functioning of clinical ethics structures and to identify specific ethical needs in inpatient forensic and general mental health care.Results: Clinical ethics support was available in 74% of general psychiatric hospitals but in only 43% of all forensic psychiatric hospitals and 25% of those offering treatment for offenders with substance use disorders. Most ethics support services were interdisciplinary. The most frequently requested retrospective and prospective ethics consultations were on issues of omission and termination of treatment, coercive measures, and advance directives. Among the hospitals without access to ethics support, 71% indicated a need for training in ethics.Discussion: Our results show that ethics consultation is well established in general psychiatry, but less so in forensic psychiatry. Mental health care professionals in forensic psychiatry seem to have a need for ethics support and training in clinical ethics. We also found a difference in access to ethics structures between hospitals that treat mentally disordered offenders and those that treat offenders with substance use disorders. Further research should focus on how ethics support can be comprehensively implemented in forensic mental health care and how this might improve treatment quality and patient and staff well-being.

Deontologia profesional: la ética denostada

El presente artículo ofrece una discusión teórica en torno a tres debates ligados a la buena praxis del trabajo soial desde la perspectiva de la práctica profesional. El primero alude al sentido que se le otorga a la "etica" y a la "deontología profesional" en la práctica del trabajo social.El segundo debate es una reflexion sobre la necesidad de la estrucutra colegial como garante de la buena praxis profesional a través del codigo deontológico, de las comisiones deontológicas y, en esoecail, ante la reciente aparición de los Comités de ética de la Administraión. El tercer apartado gira en torno a la exigencia ede formación en ética y en deontología profesional: un requerimiento fundado en los resultados de la investigación realizada para este articulo sobre la situación de estas materias en lo planes de estudio de Grado en Trabajo social de las Universidades públicas españolas.El método llevado a cabo para la realización del artículo ha ido la revisión bibliográfic y documental así como una investigación empírica consistente en el análisis de 30 páginas web de otras tantas universidades cuyo objetivo era valorar la situación de la formación en ls titulaciones de trabajo social en España.

‘I’m not going to cross that line, but how do I get closer to it?’ A hedge fund manager’s perspective on the need for ethical training and theory for finance professionals

Drawing on a finance professional’s reflections on his ethical education as an economics undergraduate, Chartered Financial Analyst, and top-tier MBA graduate, this article considers the framing of, and need for philosophy in, ethical training for finance professionals. Role-playing is emphasized as helpful for developing a mature ethical approach, and theory is seen as desirable after the fact, to plan improved future action. The article problematizes an orientation in professional programs that primarily gears the teaching of ethics toward those students perceived to be least ethical. This orientation seems to underlie both the education the financial professional received and current public interest in ‘more ethics’ in professional programming. As an alternative, the article reframes finance students and professionals as ethical actors whose primary dilemma (and need for theory in ethical training) concerns not how to avoid ethical transgressions, but how to better optimize the duty to self in order to avoid excessive ethical caution that interferes with achieving the greatest good for the greatest number.

Teaching ethics in neonatal and perinatal medicine: What is happening in Canada?

Ethically challenging clinical situations are frequently encountered in neonatal and perinatal medicine (NPM), resulting in a complex environment for trainees and a need for ethics training during NPM residency. In the present study, the authors conducted a brief environmental scan to investigate the ethics teaching strategies in Canadian NPM programs. Ten of 13 (77%) accredited Canadian NPM residency programs participated in a survey investigating teaching strategies, content and assessment mechanisms. Although informal ethics teaching was more frequently reported, there was significant variability among programs in terms of content and logistics, with the most common topics being 'The medical decision making process: Ethical considerations' and 'Review of bioethics principles' (88.9% each); lectures by staff or visiting staff was the most commonly reported formal strategy (100%); and evaluation was primarily considered to be part of their overall trainee rotation (89%). This variability indicates the need for agreement and standardization among program directors regarding these aspects, and warrants further investigation.

The Ethical Commitments of Academic Faculty in Psychiatric Education

This article explores the commitment of faculty to ethics training in psychiatric education. Although psychiatry has insufficiently addressed the profession's need for ethics training in education, program directors acknowledge its critical importance, and its positive impact has been demonstrated. Additionally, residents often seek ethics training as part of their instruction. The author suggests that academic faculty could respond to the profession's inadequate treatment of ethics training by helping trainees develop moral agency--the ability to recognize, assess, and respond to ethical dilemmas; decide what constitutes right or wrong care; and act accordingly. The author also describes how this objective could be met by promoting professionalism and offering didactic instruction that address substantive and process issues regarding psychiatric care. Specific recommendations are provided.

Becoming a Good Doctor: Perceived Need for Ethics Training Focused on Practical and Professional Development Topics

Ethics training has become a core component of medical student and resident education. Curricula have been developed without the benefit of data regarding the views of physicians-in-training on the need for ethics instruction that focuses on practical issues and professional development topics. A written survey was sent to all medical students and PGY1-3 residents at the University of New Mexico School of Medicine. The survey consisted of eight demographic questions and 124 content questions in 10 domains. Responses to a set of 24 items related to ethically important dilemmas, which may occur in the training period and subsequent professional practice, are reported. Items were each rated on a 9-point scale addressing the level of educational attention needed compared to the amount currently provided. Survey respondents included 200 medical students (65% response) and 136 residents (58% response). Trainees, regardless of level of training or clinical discipline, perceived a need for more academic attention directed at practical ethical and professional dilemmas present during training and the practice of medicine. Women expressed a desire for more education directed at both training-based and practice-based ethical dilemmas when compared to men. A simple progression of interest in ethics topics related to level of medical training was not found. Residents in diverse clinical specialties differed in perceived ethics educational needs. Psychiatry residents reported a need for enhanced education directed toward training-stage ethics problems. This study documents the importance placed on ethics education directed at practical real-world dilemmas and ethically important professional developmental issues by physicians-in-training. Academic medicine may be better able to fulfill its responsibilities in teaching ethics and professionalism and in serving its trainees by paying greater attention to these topics in undergraduate and graduate medical curricula.

A Consideration of the Need for Ethics Training for Police

In this article, the author, a long-serving senior Canadian police officer, notes that the teaching of ethics to police officers in Canada and elsewhere has long been a neglected subject with very little having been written about ethics. This article details the pitfalls associated with the lack of ethics training and some instances where the lack of ethics played a significant part in the hiring process. While an effort is being made to place more emphasis on ethics in the training of police officers, the author suggests that moral values cannot be separated into professional and off-duty moral values. The moral system of values must be present all the time and no book of rules or set of policy manuals can fully determine the course of action to take.

Teaching Ethics in Dental Schools: Trends, Techniques, and Targets

The importance of promoting ethical behavior in dental students is reflected in the emphasis on formal ethics teaching within the curricula of most dental schools. Over the last three decades, dental educators have addressed the need for ethics training and examined varied teaching approaches. Today, state-of-the-art ethics education has moved from purely didactic instruction to more interactional teaching methods that promote student introspection and group problem-solving. This paper provides an overview of trends in ethics teaching in dental schools and the current teaching approaches advocated in health science schools. In addition, future needs in dental ethics education are explored including the importance of addressing the unique aspects of the dental education environment.