Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Experiment Videos

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
PubMed
Summary
This summary is machine-generated.

Related Concept Videos

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Donor obesity and MASLD as barriers to living donor liver transplantation: Institutional attrition and national outcomes.

Liver transplantation : official publication of the American Association for the Study of Liver Diseases and the International Liver Transplantation Society·2026
Same author

Highlighting the Importance of Trainee Distress in Palliative Care and Ethics Consultations.

Journal of pain and symptom management·2024
Same author

Comment on Genetic Ancestry-Specific Molecular and Survival Differences in Admixed Breast Cancer Patients.

Annals of surgery open : perspectives of surgical history, education, and clinical approaches·2024
Same author

Community Partners' Perceptions of the Benefits and Burdens of Participating in a Community Engagement Course with Medical Students.

Journal of general internal medicine·2024
Same author

Residual confounding and misattribution of risk in sleep inequities.

Sleep medicine·2024
Same author

Contextualizing racial associations in prostate cancer to expose structural causes.

Cancer·2023

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.

Related Experiment Videos

  • 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.