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Reflection-Based Learning for Professional Ethical Formation.
William T Branch1, Maura George2
1Carter Smith, Sr. Professor of Medicine at Emory University School of Medicine in Atlanta.
AMA Journal of Ethics
|April 22, 2017
Summary
Practitioners learn ethics through reflection on experience, either in the moment or afterward. Guided group reflection using narratives enhances moral development and professional identity in learners, addressing key ethical challenges.
Area of Science:
- Medical Education
- Professional Ethics
- Healthcare Practice
Background:
- Practitioners learn ethical principles and professional conduct through experiential learning.
- Reflection on clinical experiences is a key component of ethical development in healthcare.
- Existing methods may not fully address the complex ethical issues encountered by learners.
Purpose of the Study:
- To illustrate how reflective learning can transform clinician-patient relationships and teach person-centered care.
- To discuss various reflective learning pedagogies.
- To present guided group reflection using narratives as a preferred method for fostering ethical development.
Main Methods:
- Utilizing reflective learning pedagogies.
- Employing guided group reflection with patient narratives.
- Analyzing case examples to demonstrate the method's application.
Main Results:
- Guided group reflection fosters moral development in students and advanced learners.
- This method supports professional identity formation alongside ethical growth.
- Learners are better equipped to process pressing ethical issues encountered in practice.
Conclusions:
- Reflective learning, particularly guided group reflection, is effective for ethical training in healthcare.
- The method enhances person-centered care and transforms practitioner-patient relationships.
- This approach aids in developing both the ethical reasoning and professional identity of healthcare learners.