Reflexiveness: structural principle for a course on values

Area of Science:

• Medical Education
• Ethics in Healthcare
• Curriculum Development

Background:

• Traditional allied health education often separates cognitive and affective domains.
• There is a need for integrated approaches to teaching values and ethics in healthcare.
• Critical reflection is essential for developing moral reasoning in health professionals.

Purpose of the Study:

• To integrate cognitive and affective domains in a values course for allied health students.
• To utilize reflexiveness as the core structural principle for the course.
• To systematically study the moral dimensions of healthcare for allied health professionals.

Main Methods:

• Implemented a course with a reflexive structure, emphasizing critical reflection on value questions.
• Designed an interconnected system of educational stages: conceptual, dialogue, and affective analysis/application.
• Ensured each stage built upon the skills and information from previous stages.
• Developed evaluation instruments as learning exercises aligned with course goals.

Main Results:

• The reflexive structure successfully integrated cognitive and affective learning.
• Students demonstrated enhanced critical reflection on value-based issues in healthcare.
• The course facilitated a systematic approach to understanding the moral dimensions of healthcare.

Conclusions:

• Reflexiveness serves as an effective curricular strategy for values education in allied health.
• This integrated approach enhances students' ability to navigate complex ethical dilemmas.
• The model provides a framework for developing ethically competent healthcare professionals.