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This study introduces the ETHICS (Evaluate, Teach, Hear, Interview, Concede, Self-reflect) format for active ethics and professionalism discussions in pharmacy education. It transforms lectures into student-centered, interactive sessions promoting critical thinking and application of ethical principles.

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Area of Science:

  • Pharmacy Education
  • Bioethics
  • Professionalism in Healthcare

Background:

  • Ethics and professionalism are crucial components of pharmacy education.
  • Traditional didactic methods may not fully engage students in complex ethical dilemmas.
  • A need exists for structured, interactive formats to enhance learning in this area.

Purpose of the Study:

  • To describe a novel, active, and structured ethics and professionalism discussion format.
  • To evaluate the impact of this format on student engagement and perception of ethical tenets.
  • To provide an adaptable model for teaching ethics and professionalism.

Main Methods:

  • The ETHICS (Evaluate, Teach, Hear, Interview, Concede, Self-reflect) format was developed for an elective pharmacy course.
  • Students engaged in pre-class literature evaluation, faculty-led lectures, and student-driven case discussions.
  • The format incorporated stakeholder perspectives, ethical principles, and post-class self-reflection.

Main Results:

  • The ETHICS format fostered active student engagement in ethics and professionalism discussions.
  • It successfully transformed the classroom into an interactive, structured, and student-centered learning environment.
  • Students demonstrated an ability to apply ethical concepts to complex and controversial situations.

Conclusions:

  • The developed ETHICS format effectively promotes active learning and application of ethical principles in pharmacy education.
  • The format's student-centered approach enhances engagement and self-reflection.
  • This adaptable model can be applied to various teaching contexts beyond pharmacy.