Interprofessional Clinical Ethics Education

The Promise of Cross-Disciplinary Problem-Based Learning

Bibliographic Data

ID15746107
AuthorsMelissa Kurtz (corresponding author), Laura E Starbird (0000-0003-4056-2422)
Year2016
Volume18
Issue9
Pages917-924
Publication date2016-09-01
Open AccessYes
TypeARTICLE
VenueThe AMA Journal of Ethic (JOURNAL)
Journal identifiersISSN: 2376-6980 • E-ISSN: 2376-6980
PublisherAmerican Medical Association (PUBLISHER • US)
DOI10.1001/journalofethics.2016.18.9.nlit1-1609
PMID27669137
OpenAlexW2521754570
LanguageEN
Citations received2
References cited1

A review of Lin et al.'s pilot study exploring the effects of an interprofessional, problem-based learning clinical ethics curriculum on Taiwanese medical and nursing students' attitudes towards interprofessional collaboration highlights the benefits of interprofessional collaboration and offers insight into how problem-based learning might be universally applied in ethics education. Interprofessional collaboration is an ideal approach for exploring ethical dilemmas because it involves all relevant professionals in discussions about ethical values that arise in patient care. Interprofessional ethics collaboration is challenging to implement, however, given time constraints and organizational and practice demands. Nevertheless, we suggest that when professionals collaborate, they can collectively express greater commitment to the patient. We also suggest future research avenues that can explore additional benefits of interprofessional collaboration in clinical ethics

Curriculum · Discipline · Engineering ethics · Ethical issues · Health care · Interprofessional education · Medical education · Nursing ethics · Organizational ethics · Pedagogy · Political science · Sociology · Ethics and Legal Issues in Pediatric Healthcare · Ethics in medical practice · Interprofessional Education and Collaboration · Medicine · Nursing · Psychology

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