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Evaluating pediatrics residents' ethics learning needs using multisource interprofessional feedback.

Peter MacPherson1, Julie Emberley2

  • 1Department of Pediatrics, School of Medicine, Queen's University, Kingston General Hospital, Ontario, Canada.

Canadian Medical Education Journal
|January 23, 2018
PubMed
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Pediatric residents identified their own ethics learning needs, with no unperceived needs found by other healthcare professionals. This study highlights high-priority ethics topics for targeted pediatric residency training.

Area of Science:

  • Medical Education
  • Pediatric Residency Training
  • Bioethics

Background:

  • Ethics education is a mandatory part of pediatric residency.
  • Limited training time necessitates prioritizing ethics learning needs.
  • This study is the first to use a 360-degree assessment for pediatric residents' ethics learning needs.

Purpose of the Study:

  • To identify pediatric residents' ethics learning needs using a multisource (360-degree) assessment.
  • To compare the perceptions of residents, pediatricians, respiratory therapists (RTs), and registered nurses (RNs) regarding these learning needs.
  • To determine if allied health professionals identify ethics learning needs not perceived by residents.

Main Methods:

  • Pediatric residents, pediatricians, RTs, and RNs rated the importance of twelve ethics themes for trainees.

Related Experiment Videos

  • A Likert-type scale was used for importance ratings.
  • One-way ANOVA and post-hoc tests analyzed differences between groups.

    • Main Results:

    • Response rates varied: 65% for residents, 70% for pediatricians, 57% for RTs, and 47% for RNs.
    • Ethics themes were grouped into three priority levels based on mean importance ratings.
    • Pediatric residents consistently rated ethics themes as more important than other professional groups when significant differences were found.

    Conclusions:

    • An interprofessional assessment identified high-priority ethics topics for targeted pediatric residency teaching.
    • Contrary to hypothesis, pediatricians and allied healthcare professionals did not identify ethics themes as more important than residents did.
    • Multisource feedback methods can inform pediatric residency program evaluation and curriculum development.