An Interactive Approach to Teaching the Clinical Applications of Autonomy and Justice in the Context of Discharge Decision-Making

Introduction Students are taught the basics of medical ethics during their pre-clinical education, but need additional instruction on how to apply these principles to patient situations they may encounter during their clinical rotations. The ethical principles of autonomy and justice become especial...

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Autores principales:	Divya Palanisamy, Wei Xiong
Formato:	article
Lenguaje:	EN
Publicado:	Association of American Medical Colleges 2020
Materias:	Discharge Planning Ethics Competence and Capacity Autonomy Justice Clinical Reasoning/Diagnostic Reasoning Medicine (General) R5-920 Education L
Acceso en línea:	https://doaj.org/article/79638808af374685bf77200932dbd8da
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spelling	oai:doaj.org-article:79638808af374685bf77200932dbd8da2021-11-19T14:49:30ZAn Interactive Approach to Teaching the Clinical Applications of Autonomy and Justice in the Context of Discharge Decision-Making10.15766/mep_2374-8265.109922374-8265https://doaj.org/article/79638808af374685bf77200932dbd8da2020-10-01T00:00:00Zhttp://www.mededportal.org/doi/10.15766/mep_2374-8265.10992https://doaj.org/toc/2374-8265Introduction Students are taught the basics of medical ethics during their pre-clinical education, but need additional instruction on how to apply these principles to patient situations they may encounter during their clinical rotations. The ethical principles of autonomy and justice become especially pertinent to patient care in the setting of discharge decision-making. Third-year medical students would therefore benefit from an interactive educational activity that allows them to practice applying these principles within the context of discharge decision-making. Methods This session was designed for third-year medical students completing their required rotation in neurology. Students participated in a 1-hour, facilitator-led, interactive, small-group, ethics-based activity meant to simulate the typical 4-day post-stroke hospital stay. Learning objectives for the activity were to enhance students' understanding of the principles of autonomy, justice, competence, and capacity. Students were given pretest to gauge prior knowledge of activity learning objectives; their knowledge was again assessed afterwards, and they were surveyed on the usefulness and value of the activity. Results Twenty-three third-year medical students completed the activity over three sessions. The average improvement between pre- and posttest score was 40%. Lastly, on the qualitative feedback form, a majority of students strongly agreed that the activity was useful and presented new information, with 18 of 23 students giving the activity the highest possible rating of excellent. Discussion A large majority of the students found the activity to be valuable, and the activity was shown to be effective at improving students' knowledge of a key aspect of successful medical practice.Divya PalanisamyWei XiongAssociation of American Medical CollegesarticleDischarge PlanningEthicsCompetence and CapacityAutonomyJusticeClinical Reasoning/Diagnostic ReasoningMedicine (General)R5-920EducationLENMedEdPORTAL, Vol 16 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	Discharge Planning Ethics Competence and Capacity Autonomy Justice Clinical Reasoning/Diagnostic Reasoning Medicine (General) R5-920 Education L
spellingShingle	Discharge Planning Ethics Competence and Capacity Autonomy Justice Clinical Reasoning/Diagnostic Reasoning Medicine (General) R5-920 Education L Divya Palanisamy Wei Xiong An Interactive Approach to Teaching the Clinical Applications of Autonomy and Justice in the Context of Discharge Decision-Making
description	Introduction Students are taught the basics of medical ethics during their pre-clinical education, but need additional instruction on how to apply these principles to patient situations they may encounter during their clinical rotations. The ethical principles of autonomy and justice become especially pertinent to patient care in the setting of discharge decision-making. Third-year medical students would therefore benefit from an interactive educational activity that allows them to practice applying these principles within the context of discharge decision-making. Methods This session was designed for third-year medical students completing their required rotation in neurology. Students participated in a 1-hour, facilitator-led, interactive, small-group, ethics-based activity meant to simulate the typical 4-day post-stroke hospital stay. Learning objectives for the activity were to enhance students' understanding of the principles of autonomy, justice, competence, and capacity. Students were given pretest to gauge prior knowledge of activity learning objectives; their knowledge was again assessed afterwards, and they were surveyed on the usefulness and value of the activity. Results Twenty-three third-year medical students completed the activity over three sessions. The average improvement between pre- and posttest score was 40%. Lastly, on the qualitative feedback form, a majority of students strongly agreed that the activity was useful and presented new information, with 18 of 23 students giving the activity the highest possible rating of excellent. Discussion A large majority of the students found the activity to be valuable, and the activity was shown to be effective at improving students' knowledge of a key aspect of successful medical practice.
format	article
author	Divya Palanisamy Wei Xiong
author_facet	Divya Palanisamy Wei Xiong
author_sort	Divya Palanisamy
title	An Interactive Approach to Teaching the Clinical Applications of Autonomy and Justice in the Context of Discharge Decision-Making
title_short	An Interactive Approach to Teaching the Clinical Applications of Autonomy and Justice in the Context of Discharge Decision-Making
title_full	An Interactive Approach to Teaching the Clinical Applications of Autonomy and Justice in the Context of Discharge Decision-Making
title_fullStr	An Interactive Approach to Teaching the Clinical Applications of Autonomy and Justice in the Context of Discharge Decision-Making
title_full_unstemmed	An Interactive Approach to Teaching the Clinical Applications of Autonomy and Justice in the Context of Discharge Decision-Making
title_sort	interactive approach to teaching the clinical applications of autonomy and justice in the context of discharge decision-making
publisher	Association of American Medical Colleges
publishDate	2020
url	https://doaj.org/article/79638808af374685bf77200932dbd8da
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An Interactive Approach to Teaching the Clinical Applications of Autonomy and Justice in the Context of Discharge Decision-Making

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