Bioethics Education Research Articles

Description of Student Expectations on the Use of Film Vs. Text to Teach Bioethics: The Spheres of Ethics Teaching Using Film (SOETUF) College Study

Purpose: The overall goal of this analysis of our Spheres of Ethics Teaching Using Film (SOETUF) study was to assess whether college students, in approaching new information on bioethics presented using either a film or a written text, anticipated that one medium (film vs. text) would be more effective for addressing certain issues or would have different impacts on their emotions. Methods: This aspect of the SOETUF study consisted of 48 NYUAD college student volunteers who took the SOETUF Sans-Trigger (S-T) Questionnaire, as developed for this study: 1) the 11-item ‘Anticipated Types of Situation Domainof- Interest (ATOS-DOI); and 2) the 23-item ‘Anticipated Emotions Domain-of-Interest’ (AE-DOI). The study was approved by the NYUAD IRB as an Expedited Review category study. Results: The results for the ATOS-DOI revealed the students anticipated that text would be a more effective medium regarding thought provoking situations and would be more likely to create a cool analytical thinking situation and to create a lasting impact on them while they thought that film would be the superior medium for portraying violence, humour and hot empathy. For the AE-DOI, the students reported anticipating that film would be much better for evoking the emotions of terrified, frightened, anger, scared, disturbed, threatened, fearful and uncomfortable, as well as for feeling energetic. Conclusion: The SOETUF S-T Questionnaire demonstrated that it could detect meaningful differences in college students’ anticipated reaction to the use of a film trigger versus a text trigger in the teaching of bioethics.

Comparative use of Tuskegee Syphilis Study Film vs. Text Triggers to Teach Bioethics: The Spheres of Ethics Teaching Using Film (SOETUF) College Study

The overall goal of this study was to determine whether one could demonstrate a measurable difference between the use of film vs. text exposure triggers-using documentary materials about the infamous Tuskegee Syphilis Study-in the teaching bioethics to college students using the 36-item ‘Spheres of Ethics Teaching Using Film’ Post-Trigger (SOETUF P-T) Questionnaire, as developed for this study. The results revealed statistically significant differences between the film vs. text groups for the overall Principles of Bioethics Domainof- Interest (7.3±4.4 vs. 5.1±4.4, p <0.05) with the film group scoring higher and for the 23-item ‘Emotional Reaction Domain-of-Interest’ (ER-DOI) with two of the five emotional components identified by a Principle Component Analysis (PCA), the components of being Content and Aroused, but not for the other three identified components of Unhappy, Afraid or Excited. Moreover, the SOETUF P-T Questionnaire items appeared to have reasonable face validity as revealed by the answer patterns to its range of items. In this study, the SOETUF P-T Questionnaire demonstrated that it could detect meaningful differences in student reaction to a film trigger versus a text trigger about the Tuskegee Syphilis Study in the teaching of bioethics to college students.

Teaching Materials Used in the Teaching of Bioethics to Nursing Students:

Teaching Materials Used in the Teaching of Bioethics to Nursing Students:

The Challenges of Bioethics Teaching to Mixed-Ability Classes of Health Sciences Students

The Challenges of Bioethics Teaching to Mixed-Ability Classes of Health Sciences Students

Medical Students' Implicit Bias and the Communication of Norms in Medical Education

ABSTRACTIssue. Medical educators should consider how institutional norms influence medical students' perceptions of implicit bias. Understanding normative structures in medical education can shed light on why this influence is associated with students' resistance to implicit bias. Evidence. Extant research across diverse fields of study uncovers and theorizes layers of norms and normative systems and how they are related to ethical behavior. This review bridges the fields of communication, bioethics, and medical education, constructing an organized foundation and common language by which researchers can build effective educational interventions. First, the nature and effects of implicit bias are described. Second, the nature of normative systems in medical education is explicated. Concepts from the fields of education and communication are transferred to medical education. Third, the structure of the communication of norms in medical education is revealed, through theoretical research in bioethics and empirical medical education research. Implications. Recommendations are provided for medical educators to improve activities intended to encourage reflection on implicit bias. These recommendations include reframing educational activities as endeavors in “personal” development and uncovering and transforming those normative structures that encourage resistance to implicit bias.

CÓMO EDUCAR EN BIOÉTICA: LENGUAJES, ACTORES Y POSTURAS

&lt;span&gt;El propósito de este artículo es abordar la problemática de la enseñanza de la bioética en el estricto sentido de los cursos de maestría-doctorado en el contexto Latinoamericano. Las dificultades específicas al hablar de ética en nuestros días se derivan del hecho de que ahora se debe dialogar desde diversas perspectivas que anteriormente eran ignoradas o reprimidas; por lo tanto, un análisis adecuado de las condiciones actuales requiere de una visión más precisa de los actores que están en escena: el papel de las nuevas tecnologías de la información y las comunicaciones, los protagonistas del proceso educativo, las transformaciones de la educación contemporánea y las diversas posiciones frente al proceso educativo. Es necesario tener una postura definida, de diálogo, para que este desafío sea adecuadamente enfrentado; los diferentes actores involucrados en el proceso educativo necesitan mejorar en términos de coherencia, honestidad intelectual, autenticidad y humildad.&lt;/span&gt;

Ethical dilemma in Bioethics education: Interns’ personal experience narratives

Ethical dilemma in Bioethics education: Interns’ personal experience narratives

Impact of Bioethics Education in Decision Making on Commercial Surrogacy: A Study with Medical Graduates

Impact of Bioethics Education in Decision Making on Commercial Surrogacy: A Study with Medical Graduates

Reading Caplan in Karachi.

Bioethics education and discussions about ethical dilemmas are being increasingly reduced to teaching students how to balance the four, easily memorised philosophical principles popularised by influential American philosophers Tom Beauchamp and Jim Childress. The reality is that human beings approach and comprehend moral issues in diverse ways shaped by shared histories, cultural norms and values, kinship systems, lived experiences and existing socio-political realities. Therefore, ethical discourse limited to a culturally myopic Principlism that disregards the indigenous landscape can be an abstract and meaningless venture. The different moral lenses through which people can view the same issue is highlighted in this essay. It compares the analyses offered by American bioethicist Arthur Caplan of the blocking of polio vaccination by militants in northern Pakistan and of issues related to posthumous insemination, with the more nuanced, contextualised discussions about both topics offered by Pakistani students of bioethics in our Center. For this discipline to resonate with and make an impact on those we teach, an inclusive, more reflective and socially relevant approach is required. In my opinion, bioethics is a contact sport that should not be transformed into merely an academic exercise.

DOES EMOTIONAL MATURITY HELP TO EXPRESS MORAL BELIEFS? EVALUATING ‘MORAL GAMES FOR TEACHING BIOETHICS’ AMONGST ROMANIAN AND POLISH STUDENTS

The recent development of biotechnology generated a new set of individual and public moral dilemmas gathered under the name of bioethics or biopolitics. These issues are specific because they merge – as nothing else before – moral, private and political spheres. Thus, public awareness of these cases and of any elements that can influence personal bioethical decisions must be stimulated. One of such methods is the academic teaching of bioethics. Since Darryl R.J. Macer defined the latter as “the love of life, reflecting the hope that bioethics may value life in a process involving emotions and rationality” we found interesting to investigate the role of emotional maturity (EM) in solving bioethical dilemmas. The study involved 103 Polish and Romanian students asked first to fill the Friedman’s emotional maturity form and then solve chosen exercises based on UNESCO’s Moral Games for Teaching Bioethics. The results indicate that a high level of emotional maturity correlates positively with the students’ ability to express their moral beliefs for Romanians and negatively for Poles; therefore, the results indicate there is a need to modernize the actual standards for teaching bioethics by enriching them with either emotional or rational components according to the cultural premises.

Performable Case Studies in Ethics Education.

Bioethics education often includes the study of short stories, novels, plays, and films, because such materials present case examples that can highlight relevant issues and questions especially vividly for a wide range of students. In addition, creative writing is widely used in the education of health professional students and in continuing education settings for health professionals. There are very few academic or professional disciplines that do not use case studies, but the case study in dialogic form has not been standard practice for thousands of years. Dramatic arts casuistry—the creation and performance of short case studies designed specifically to raise bioethics issues for discussion—represents an application of literature and the medical humanities that is both unique and uniquely valuable. This essay describes the development and history of a course that has been successfully taught to medical students and graduate bioethics students, in which the class researches, writes, and performs a case study designed to elicit reflection and discussion about a topic and set of bioethics issues of current interest to both academic and general audiences. The model is also suited to the presentation and discussion of existing case studies, both live and via on-demand audio.

Drawing on other disciplines to define quality in bioethics education

In light of the lack of scholarly studies on the determination of quality in bioethics education, this paper aims to elaborate the concept of quality, focus on its understanding in education and explore a definition of quality in bioethics education. The findings of the literature-based research indicate that quality is a multidimensional concept and its definition is largely dependent on the needs, expectations and perceptions of customers. Furthermore, in regard to quality in education, the plethora of stakeholders and different goals of each stakeholder preclude producing a unanimous definition of quality. After examining certain definitions and approaches of quality in other disciplines, quality in bioethics education is described as ‘conformance to the goals’. These goals refer to increasing ethical knowledge; improving ethical skills to strengthen ethical sensitivity, awareness and judgement; developing ethical behaviour; and promoting cultural competence.

Editorial introductions

Editorial introductions

THE CONTRIBUTION OF BIOETHICAL EDUCATION PROBLEMS AND PROSPECTS

Education is universally recognized as an inviolable human right in the universal declaration of human rights. It is a chance for people to satisfy their innate desire to learn, and to prepare for future, and to enable them to make contributions to the future of the society. Therefore, bioethics education means education about, for and within democracy, based on full participation of the people within social, political and cultural affairs at all levels of government, concerning them as citizens. In the present era of high tech revolution, the great task of ethically based education is to reform the human mind. The way of life of human being may change during the 21st century. However bioethical issues impact upon all the people, the public should actively join the discussion. People have a right to reflect on their opinions in policy making; it could be argued that all have a duty to make responsible decision for the range of bioethical issues. Bioethics should be made a compulsory course with requisite attendance for the award of professional degrees. Studies have shown that making ethics an optional course in medical or professional colleges even school levels does not serve its purpose. Education and awareness are solutions to these bioethical issues. A structured curriculum is necessary for teaching of bioethics. Our decisions affect not only our individual life, but also our family, society, future generations and other living organisms. We all have a chance to study bioethics sometimes in our life.

佐賀医科大学における医療倫理教育(第7回日本生命倫理学会年次大会ワークショップ「医療従事者のための生命倫理教育」発表原著)

佐賀医科大学における医療倫理教育(第7回日本生命倫理学会年次大会ワークショップ「医療従事者のための生命倫理教育」発表原著)

生命倫理教育効果の評価法の開発 : 倫理的問題点同定力測定テストの信頼性と妥当性の検討(第6回日本生命倫理学会年次大会ワークショップ「バイオエシックス教育」発表 : 原著)

生命倫理教育効果の評価法の開発 : 倫理的問題点同定力測定テストの信頼性と妥当性の検討(第6回日本生命倫理学会年次大会ワークショップ「バイオエシックス教育」発表 : 原著)

自己思考力を培うための生命倫理教育 : 看護教育の視点から(第7回日本生命倫理学会年次大会ワークショップ「医療従事者のための生命倫理教育」発表原著)

自己思考力を培うための生命倫理教育 : 看護教育の視点から(第7回日本生命倫理学会年次大会ワークショップ「医療従事者のための生命倫理教育」発表原著)

Health Information Technology as a Universal Donor to Bioethics Education.

Health information technology, sometimes called biomedical informatics, is the use of computers and networks in the health professions. This technology has become widespread, from electronic health records to decision support tools to patient access through personal health records. These computational and information-based tools have engendered their own ethics literature and now present an opportunity to shape the standard medical and nursing ethics curricula. It is suggested that each of four core components in the professional education of clinicians-privacy, end-of-life care, access to healthcare and valid consent, and clinician-patient communication-offers an opportunity to leverage health information technology for curricular improvement. Using informatics in ethics education freshens ethics pedagogy and increases its utility, and does so without additional demands on overburdened curricula.

Teaching bioethics in high schools

Objective: The Bioethics Teaching in Secondary Education (Project BEST) aims to promote the teaching of bioethics in secondary schools. This paper describes the development and implementation of the programme in Portugal. Design: Programme development involved two main tasks: (1) using the learning tools previously developed by the US Northwest Association of Biomedical Research and the Council of Europe and (2) applying the project in classrooms, conducting lectures on bioethics for students and teachers, and then using the previously developed learning tools. Setting: 32 schools representing the most densely populated regions of Portugal. Methods: Two surveys, based on previously validated measures, were used to evaluate the project. Results: The surveys were answered by the 179 students and 16 teachers attending a conference held by the project, which concluded the project’s implementation phase. The findings point to the positive impact of this project. Conclusion: Based on evidence collected to date, it is clear that (1) students can develop reflective skills using this kind of an approach, (2) the project is well suited to secondary school syllabuses and to the age range of students from secondary schools, and (3) the teaching of values should start earlier at school, thereby helping young people develop a critical perspective on problems linked to scientific development and its implications on human health.

Going Online

Health sciences professionals work on diverse health care teams and often face ethical dilemmas. Bioethics education in a distance-learning environment is one way that such individuals can obtain relevant, easily accessible, and academically rigorous instruction on ethical decision-making and behavior. Drawing on our expertise as distance educators in George Washington University's Health Sciences Programs, we discuss our experiences teaching bioethics online for health sciences professionals, assess the existing evidence of best practices in online bioethics education, and provide recommendations for future pedagogical research relevant to diverse health care professionals.