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Ethical Dilemmas I01:17

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iEthics: An Interprofessional Ethics Curriculum.

Victoria Wood1, Lynda Eccott2, Philip Crowell3

  • 1Office of the Vice-President, Health, The University of British Columbia, 400-2194 Health Sciences Mall, Vancouver, BC V6T 1Z3, Canada.

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Summary
This summary is machine-generated.

This study details the development and evaluation of an interprofessional ethics curriculum (iEthics) at UBC, highlighting its successful integration and positive learning outcomes in pharmaceutical sciences and other health programs.

Keywords:
blended learningcase-based learningethicsinterprofessional educationprogram evaluation

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Area of Science:

  • Health Professions Education
  • Bioethics Education
  • Interprofessional Learning

Background:

  • The need for ethics education in health professions is critical for professional practice.
  • An integrated ethics curriculum (iEthics) was developed at the University of British Columbia (UBC) to address this need across multiple health faculties.
  • Pharmaceutical Sciences faculty at UBC is one of 12 health professional programs incorporating this curriculum.

Purpose of the Study:

  • To describe the development, content, implementation, and evaluation of the interprofessional ethics (iEthics) curriculum.
  • To assess the success of the iEthics curriculum in achieving desired learning outcomes.
  • To provide insights into curriculum refinement based on evaluation findings.

Main Methods:

  • Development of a comprehensive interprofessional ethics curriculum (iEthics).
  • Integration of the iEthics curriculum as a required component in the Faculty of Pharmaceutical Sciences and 12 other health professional programs.
  • Program evaluation, including facilitator reflections and analysis of findings.

Main Results:

  • The iEthics curriculum was successfully developed and implemented across multiple health professional programs at UBC.
  • Program evaluations indicated success in meeting desired learning outcomes, particularly in interprofessional delivery.
  • Facilitator experiences and evaluation data provided insights for improving the curriculum and its implementation.

Conclusions:

  • The integrated interprofessional ethics (iEthics) curriculum effectively met its learning objectives.
  • Evaluation findings informed further development and implementation of the curriculum within the Faculty of Pharmaceutical Sciences.
  • The iEthics curriculum serves as a model for interprofessional ethics education in health sciences.