The Ethics of Teaching Ethics

1990 ◽  
Vol 20 (4) ◽  
pp. 17 ◽  
Author(s):  
Mary Ellen Waithe ◽  
David T. Ozar
Keyword(s):  
Teaching Ethics ◽  
Ethics Of Teaching

The Ethics of Teaching Ethics

1989 ◽  
Vol 9 ◽  
pp. 233-254
Author(s):  
Gill Meilaender ◽  
Ron Green ◽  
Chris Gudorf ◽  
Lois Livezey ◽  
Richard Mouw ◽  
...  
Keyword(s):  
Teaching Ethics ◽  
Ethics Of Teaching

The Ethics of Teaching Ethics

1989 ◽  
Vol 9 ◽  
pp. 229-231
Author(s):  
Gilbert Meilaender ◽  
Keyword(s):  
Teaching Ethics ◽  
Ethics Of Teaching

Ethical Teaching of Psychology: One Department's Attempts at Self-Regulation

1992 ◽  
Vol 19 (4) ◽  
pp. 205-210 ◽  
Author(s):  
Peter M. Hogan ◽  
Allan J. Kimmel
Keyword(s):  
Clinical Practice ◽  
Professional Ethics ◽  
Ethical Climate ◽  
Self Regulation ◽  
Ethics Committee ◽  
Teaching Ethics ◽  
Ethical Teaching ◽  
Teaching Of Psychology ◽  
Ethics Code ◽  
Ethics Of Teaching

Despite a renewed interest in professional ethics, the focus on ethics in psychology has been predominantly limited to the domains of research and clinical practice. We argue that there is need for further research and action on teaching ethics. We describe the experience of our department in addressing the ethics of teaching through the development of a departmental ethics code and a departmental ethics committee. Based on this attempt at selfregulation, we provide recommendations for improving the ethical climate in academe.

Cases in Research and Teaching Ethics

PsycCRITIQUES ◽  
2015 ◽  
Vol 60 (23) ◽  
Author(s):  
James H. Korn
Keyword(s):  
Teaching Ethics ◽  
Research And Teaching

The case of "Kathy": A stimulus for teaching ethics

1998 ◽  
Author(s):  
Geri Miller ◽  
LaSharion Henderson ◽  
Wayne Hogwood
Keyword(s):  
Teaching Ethics

Students' knowledge about the ethics of teaching

2011 ◽  
Author(s):  
Allen H. Keniston ◽  
Blaine F. Peden ◽  
David Carroll
Keyword(s):  
Ethics Of Teaching

scholarly journals Teaching Ethics and Professionalism: A National Survey of Ophthalmology Residency Program Directors

2021 ◽  
Vol 13 (01) ◽  
pp. e88-e94
Author(s):  
Alyssa M. Kretz ◽  
Jennifer E. deSante-Bertkau ◽  
Michael V. Boland ◽  
Xinxing Guo ◽  
Megan E. Collins
Keyword(s):  
Residency Program ◽  
Online Survey ◽  
Optimal Strategies ◽  
Program Directors ◽  
Global Evaluation ◽  
Teaching Ethics ◽  
Residency Programs ◽  
Unprofessional Behavior ◽  
Residency Program Directors ◽  
Trainee Competence

Abstract Background While ethics and professionalism are important components of graduate medical education, there is limited data about how ethics and professionalism curricula are taught or assessed in ophthalmology residency programs. Objective This study aimed to determine how U.S. ophthalmology residency programs teach and assess ethics and professionalism and explore trainee preparedness in these areas. Methods Directors from accredited U.S. ophthalmology residency programs completed an online survey about components of programs' ethics and professionalism teaching curricula, strategies for assessing competence, and trainee preparedness in these areas. Results Directors from 55 of 116 programs (46%) responded. The most common ethics and professionalism topics taught were informed consent (38/49, 78%) and risk management and litigation (38/49, 78%), respectively; most programs assessed trainee competence via 360-degree global evaluation (36/48, 75%). While most (46/48, 95%) respondents reported that their trainees were well or very well prepared at the time of graduation, 15 of 48 (31%) had prohibited a trainee from graduating or required remediation prior to graduation due to unethical or unprofessional conduct. Nearly every program (37/48, 98%) thought that it was very important to dedicate curricular time to teaching ethics and professionalism. Overall, 16 of 48 respondents (33%) felt that the time spent teaching these topics was too little. Conclusion Ophthalmology residency program directors recognized the importance of an ethics and professionalism curriculum. However, there was marked variation in teaching and assessment methods. Additional work is necessary to identify optimal strategies for teaching and assessing competence in these areas. In addition, a substantial number of trainees were prohibited from graduating or required remediation due to ethics and professionalism issues, suggesting an impact of unethical and unprofessional behavior on resident attrition.

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