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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

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Published on: December 9, 2022

Learning professional ethics: Student experiences in a health mentor program.

Sylvia Langlois¹, Erin Lymer

¹Department of Occupational Science and Occupational Therapy, Faculty of Medicine, Faculty Lead IPE Curriculum and Scholarship, Centre for Interprofessional Education, University of Toronto, Toronto, Ontario, Canada.

Education for Health (Abingdon, England)

|March 22, 2016

Summary

Engaging with health mentors improved health profession students' understanding of healthcare ethics. Patient narratives fostered critical reflection on autonomy, advocacy, and clinical practice realities.

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Area of Science:

Medical Education
Healthcare Ethics
Professional Development

Background:

Patient-centered approaches in healthcare education are expanding.
The impact of these methods on professional ethics education requires further investigation.

Purpose of the Study:

To explore health profession students' learning experiences in an ethics module.
To assess the effectiveness of a Health Mentor Program in enhancing ethics education.

Main Methods:

Students from seven professional programs were grouped interprofessionally.
Health mentors with chronic conditions shared experiences via semi-structured interviews.
Thematic analysis was performed on student reflections and online discussions.

Main Results:

Key themes included patient autonomy, ethical complexities in practice, and patient advocacy.
Student learning was influenced by remarkable clinician qualities and patient perspectives on errors.

Conclusions:

Health mentor narratives significantly enhanced students' critical reflection on healthcare ethics principles.
The study highlights the value of patient-centered experiential learning in ethics education.