Ethics in radiology: A case-based approach

Background: Ethics training is required for all radiology residents in Canada, but this may be difficult to provide as radiology departments may not have radiologists with formal ethics training, and may not have access to educational resources focussed on teaching ethics to radiologists. We describ...

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Autores principales:	Laura Stiles-Clarke, James Clarke
Formato:	article
Lenguaje:	EN
Publicado:	Canadian Medical Education Journal 2018
Materias:	medical education radiology ethics case-based learning Education (General) L7-991 Medicine (General) R5-920
Acceso en línea:	https://doaj.org/article/287456afd39d41348bd9a9befd92bedb
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spelling	oai:doaj.org-article:287456afd39d41348bd9a9befd92bedb2021-12-01T22:45:18ZEthics in radiology: A case-based approach10.36834/cmej.369031923-1202https://doaj.org/article/287456afd39d41348bd9a9befd92bedb2018-06-01T00:00:00Zhttps://journalhosting.ucalgary.ca/index.php/cmej/article/view/36903https://doaj.org/toc/1923-1202Background: Ethics training is required for all radiology residents in Canada, but this may be difficult to provide as radiology departments may not have radiologists with formal ethics training, and may not have access to educational resources focussed on teaching ethics to radiologists. We describe the implementation of a case-based approach to teaching and learning ethics, designed for Canadian radiologists. This approach can be adapted for use in other specialties through development of specialty-specific ethics case scenarios. Methods: Ethics case study rounds specific to Canadian radiologic practice were presented at two different institutions, and using two different methods within one institution. In one method, we requested that the residents read the case study and questions ahead of time; in the other, the rounds were presented without any expectation of residents doing prior preparation. Results: The participants, as a group, agreed with all seven survey statements describing the value of the experience. The opportunity to read the case ahead of time seemed helpful for some residents, but was not found to be overall more useful than discussing the case without prior review. Indeed, more than half of the resident participants in this group indicated that they did not make use of the advance materials at all. Conclusion: Resident feedback indicates that ethics case study rounds are a useful and valuable experience, especially when the case is specifically tailored to their medical practice. Prior preparation was not necessary for residents to benefit from these rounds. Laura Stiles-ClarkeJames ClarkeCanadian Medical Education Journalarticlemedical educationradiologyethicscase-based learningEducation (General)L7-991Medicine (General)R5-920ENCanadian Medical Education Journal, Vol 9, Iss 2 (2018)
institution	DOAJ
collection	DOAJ
language	EN
topic	medical education radiology ethics case-based learning Education (General) L7-991 Medicine (General) R5-920
spellingShingle	medical education radiology ethics case-based learning Education (General) L7-991 Medicine (General) R5-920 Laura Stiles-Clarke James Clarke Ethics in radiology: A case-based approach
description	Background: Ethics training is required for all radiology residents in Canada, but this may be difficult to provide as radiology departments may not have radiologists with formal ethics training, and may not have access to educational resources focussed on teaching ethics to radiologists. We describe the implementation of a case-based approach to teaching and learning ethics, designed for Canadian radiologists. This approach can be adapted for use in other specialties through development of specialty-specific ethics case scenarios. Methods: Ethics case study rounds specific to Canadian radiologic practice were presented at two different institutions, and using two different methods within one institution. In one method, we requested that the residents read the case study and questions ahead of time; in the other, the rounds were presented without any expectation of residents doing prior preparation. Results: The participants, as a group, agreed with all seven survey statements describing the value of the experience. The opportunity to read the case ahead of time seemed helpful for some residents, but was not found to be overall more useful than discussing the case without prior review. Indeed, more than half of the resident participants in this group indicated that they did not make use of the advance materials at all. Conclusion: Resident feedback indicates that ethics case study rounds are a useful and valuable experience, especially when the case is specifically tailored to their medical practice. Prior preparation was not necessary for residents to benefit from these rounds.
format	article
author	Laura Stiles-Clarke James Clarke
author_facet	Laura Stiles-Clarke James Clarke
author_sort	Laura Stiles-Clarke
title	Ethics in radiology: A case-based approach
title_short	Ethics in radiology: A case-based approach
title_full	Ethics in radiology: A case-based approach
title_fullStr	Ethics in radiology: A case-based approach
title_full_unstemmed	Ethics in radiology: A case-based approach
title_sort	ethics in radiology: a case-based approach
publisher	Canadian Medical Education Journal
publishDate	2018
url	https://doaj.org/article/287456afd39d41348bd9a9befd92bedb
work_keys_str_mv	AT laurastilesclarke ethicsinradiologyacasebasedapproach AT jamesclarke ethicsinradiologyacasebasedapproach
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Ethics in radiology: A case-based approach

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