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Related Experiment Videos

Resident-generated versus instructor-generated cases in ethics and professionalism training.

Alexander A Kon1

  • 1Department of Pediatrics and the Program in Bioethics at the University of California Davis, Sacramento, CA, USA. aakon@ucdavis.edu.

Philosophy, Ethics, and Humanities in Medicine : PEHM
|July 1, 2006
PubMed
Summary

Medical residents found both instructor-generated and resident-generated cases valuable for ethics and professionalism training. A mixed-format approach is recommended for comprehensive learning.

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Area of Science:

  • Medical Education
  • Professionalism Training

Background:

  • Medical ethics and professionalism training are increasingly emphasized in medical education.
  • The Accreditation Council for Graduate Medical Education (ACGME) mandates professionalism training in residency programs.
  • Current training often relies on instructor-generated cases, with limited assessment of alternative formats.

Purpose of the Study:

  • To assess the utility of instructor-generated cases (IGCs) versus resident-generated cases (RGCs) in ethics and professionalism training.
  • To compare resident learning and preferences between IGCs and RGCs.

Main Methods:

  • An innovative course incorporated both IGCs (landmark cases, instructor experiences) and RGCs (selected by residents).
  • A survey was administered to second and third-year residents to evaluate the strengths and weaknesses of each case format.
Keywords:
Bioethics and Professional EthicsEmpirical Approach

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  • A 64% response rate was achieved from the surveyed residents.

    • Main Results:

    • Residents were nearly evenly split in preference between RGCs (38%) and IGCs (31%), with 31% having no preference.
    • A majority (50%) reported no difference in learning between formats, while 29% learned more from RGCs and 21% from IGCs.
    • Residents found RGCs more relevant and interesting, while IGCs were valued for ensuring case breadth.

    Conclusions:

    • A mixed-format approach, incorporating both IGCs and RGCs, is recommended for ethics and professionalism curricula.
    • Educators should evaluate the utility of this combined model within their institutions.
    • Further research is needed to identify additional improvements in medical ethics and professionalism education.