开发生物伦理教育的新工具:ACECS和视觉分析仪表板
Stowe Locke Teti1,2, Kelly Armstrong1
1Center for Clinical and Organizational Ethics, Inova Health System, Falls Church, VA, USA.
概括
生物伦理教育面临的挑战是将临床经验转化为教学. 一个新的工具,阿姆斯特朗临床伦理编码系统 (ACECS) 和仪表板,使用经验数据通过交互式分析来改善临床伦理教育.
科学领域:
- 生物伦理教育教育 生物伦理教育
- 临床伦理学 临床伦理学
- 医学人文学科 医学人文学科
背景情况:
- 将病床经验转化为有效的生物伦理学教学是具有挑战性的,因为它有多学科的贡献和细微的工作产品.
- 学术生物伦理课程努力开发足够的内容和教学方法,以有效地教授临床伦理.
- 进展缓慢的原因是缺乏基于实践的教育的经验知识,过度依赖教学方法和无法访问的数据格式.
研究的目的:
- 介绍一个新的教学工具,阿姆斯特朗临床伦理编码系统 (ACECS) 和交互式视觉分析仪表板.
- 通过提供基于经验的交互式学习平台来解决临床伦理教育中发现的挑战.
主要方法:
- 开发阿姆斯特朗临床伦理编码系统 (ACECS) 作为一个标准化编码框架.
- 集成ACECS与交互式视觉分析仪表板,利用来自机构伦理服务的经验数据.
- 专注于临床伦理咨询中的问题频率,类型和相互关系.
主要成果:
- 该ACECS为识别伦理问题提供了一个共同的语言 (通用语言),使伦理学家和非伦理学家都受益.
- 交互式可视化和数据叙事增强了复杂的伦理案例类型和元叙事的理解和记忆.
- 该系统通过容纳各种伦理观点和分析镜头来促进更深入的案例分析和自我反思.
结论:
- ACECS和仪表板为临床伦理提供了一个强大的教育平台,利用经验数据进行实践学习.
- 这种新的工具有助于理解临床环境中的伦理问题模式,关系和细微差别.
- 该平台通过鼓励学生和教育工作者进行批判性分析和反思性实践,支持生物伦理学终身学习.
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