Evaluating pediatrics residents’ ethics learning needs using multisource interprofessional feedback

Background: Ethics education is a required component of pediatric residency training. Limited instructional time requires educators to identify and prioritize learning needs. This is the first study to identify pediatric residents’ ethics learning needs using a multisource (360 degree) assessment. W...

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Autores principales:	Peter MacPherson, Julie Emberley
Formato:	article
Lenguaje:	EN
Publicado:	Canadian Medical Education Journal 2017
Materias:	education medical graduate ethics bioethics professionalism Education (General) L7-991 Medicine (General) R5-920
Acceso en línea:	https://doaj.org/article/8342e877afee49d783740c272954b264
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spelling	oai:doaj.org-article:8342e877afee49d783740c272954b2642021-12-03T17:53:35ZEvaluating pediatrics residents’ ethics learning needs using multisource interprofessional feedback10.36834/cmej.369311923-1202https://doaj.org/article/8342e877afee49d783740c272954b2642017-12-01T00:00:00Zhttps://journalhosting.ucalgary.ca/index.php/cmej/article/view/36931https://doaj.org/toc/1923-1202Background: Ethics education is a required component of pediatric residency training. Limited instructional time requires educators to identify and prioritize learning needs. This is the first study to identify pediatric residents’ ethics learning needs using a multisource (360 degree) assessment. We hypothesized that pediatricians or allied health care professionals would identify unperceived ethics learning needs. Methods: Pediatric residents, pediatricians, respiratory therapists (RTs), and registered nurses (RNs) working at a university children's hospital rated the importance of twelve ethics themes as learning needs for trainees using a Likert-type scale. One-way ANOVA was used to determine differences between the groups, followed by post-hoc testing. Results: Response rates were 65%, 70%, 57%, and 47% for residents, pediatricians, RTs, and RNs, respectively. Themes were categorized into three priority groupings based on mean importance ratings. Where significant differences existed between residents and other respondent groups, pediatric residents rated the theme as being more important. Conclusion: This study provides an interprofessional assessment of pediatric residents’ perceived ethics learning needs. High priority ethics topics were identified, allowing for targeted teaching. Pediatricians and allied HCPs did not rate any ethics themes higher than residents. Medical educators may consider using methods inspired by multisource feedback for program evaluation. Peter MacPhersonJulie EmberleyCanadian Medical Education JournalarticleeducationmedicalgraduateethicsbioethicsprofessionalismEducation (General)L7-991Medicine (General)R5-920ENCanadian Medical Education Journal, Vol 8, Iss 4 (2017)
institution	DOAJ
collection	DOAJ
language	EN
topic	education medical graduate ethics bioethics professionalism Education (General) L7-991 Medicine (General) R5-920
spellingShingle	education medical graduate ethics bioethics professionalism Education (General) L7-991 Medicine (General) R5-920 Peter MacPherson Julie Emberley Evaluating pediatrics residents’ ethics learning needs using multisource interprofessional feedback
description	Background: Ethics education is a required component of pediatric residency training. Limited instructional time requires educators to identify and prioritize learning needs. This is the first study to identify pediatric residents’ ethics learning needs using a multisource (360 degree) assessment. We hypothesized that pediatricians or allied health care professionals would identify unperceived ethics learning needs. Methods: Pediatric residents, pediatricians, respiratory therapists (RTs), and registered nurses (RNs) working at a university children's hospital rated the importance of twelve ethics themes as learning needs for trainees using a Likert-type scale. One-way ANOVA was used to determine differences between the groups, followed by post-hoc testing. Results: Response rates were 65%, 70%, 57%, and 47% for residents, pediatricians, RTs, and RNs, respectively. Themes were categorized into three priority groupings based on mean importance ratings. Where significant differences existed between residents and other respondent groups, pediatric residents rated the theme as being more important. Conclusion: This study provides an interprofessional assessment of pediatric residents’ perceived ethics learning needs. High priority ethics topics were identified, allowing for targeted teaching. Pediatricians and allied HCPs did not rate any ethics themes higher than residents. Medical educators may consider using methods inspired by multisource feedback for program evaluation.
format	article
author	Peter MacPherson Julie Emberley
author_facet	Peter MacPherson Julie Emberley
author_sort	Peter MacPherson
title	Evaluating pediatrics residents’ ethics learning needs using multisource interprofessional feedback
title_short	Evaluating pediatrics residents’ ethics learning needs using multisource interprofessional feedback
title_full	Evaluating pediatrics residents’ ethics learning needs using multisource interprofessional feedback
title_fullStr	Evaluating pediatrics residents’ ethics learning needs using multisource interprofessional feedback
title_full_unstemmed	Evaluating pediatrics residents’ ethics learning needs using multisource interprofessional feedback
title_sort	evaluating pediatrics residents’ ethics learning needs using multisource interprofessional feedback
publisher	Canadian Medical Education Journal
publishDate	2017
url	https://doaj.org/article/8342e877afee49d783740c272954b264
work_keys_str_mv	AT petermacpherson evaluatingpediatricsresidentsethicslearningneedsusingmultisourceinterprofessionalfeedback AT julieemberley evaluatingpediatricsresidentsethicslearningneedsusingmultisourceinterprofessionalfeedback
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Evaluating pediatrics residents’ ethics learning needs using multisource interprofessional feedback

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