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Postgraduate ethics training programs: a systematic scoping review.

Daniel Zhihao Hong1,2, Jia Ling Goh1,2, Zhi Yang Ong1,2

  • 1Yong Loo Lin School of Medicine, National University of Singapore, NUHS Tower Block, 1E Kent Ridge Road, Level 11, Singapore, 119228, Singapore.

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|June 10, 2021
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Summary

This review analyzes postgraduate medical ethics training and assessment, finding that ethics education is a longitudinal process. Portfolios are highlighted as a key tool for assessing professional identity formation in clinicians.

Keywords:
Ethics curriculumEthics educationEthics training programMedical ethicsPhysiciansPostgraduate medical educationSEBAScoping reviewSystematic scoping review

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Area of Science:

  • Medical Education
  • Professional Ethics
  • Healthcare Professional Development

Background:

  • Molding competent clinicians in ethics is challenging due to varied postgraduate training.
  • Ethics training must be recognized as a longitudinal process, building knowledge, skills, and identity over time.
  • A systematic scoping review is proposed to analyze current ethics training and assessment to inform curriculum development.

Purpose of the Study:

  • To systematically analyze postgraduate medical ethics training and assessment programs.
  • To identify key themes in ethics education, including goals, content, pedagogy, and influencing factors.
  • To guide the development of a local physician training curriculum based on best practices.

Main Methods:

  • A systematic scoping review using the Systematic Evidence Based Approach (SEBA).
  • Constructivist perspective and relativist lens were applied.
  • Searches for ethics teaching and assessment yielded a significant number of articles for evaluation.

Main Results:

  • Ethics training programs provide a platform for knowledge application, skill development, and identity formation.
  • The spiral curriculum model integrates and reinforces ethical knowledge throughout professional practice.
  • Portfolios are identified as a valuable longitudinal assessment tool for professional identity formation (PIF).

Conclusions:

  • Key learning points in postgraduate ethics teaching and assessment have been identified.
  • Further research is needed on Entrustable Professional Activities (EPAs) in ethics.
  • Exploration of portfolios for assessing PIF and micro-credentialing in ethics practice requires further investigation.