Henry Rohan, Rossi Wilma, Nahata Leena
Assistant Professor, Department of Pediatrics, Ohio State University College of Medicine.
Clinical Professor of Pediatrics, Perelman School of Medicine at the University of Pennsylvania.
MedEdPORTAL. 2018 Mar 29;14:10701. doi: 10.15766/mep_2374-8265.10701.
In clinical practice, ethical dilemmas are frequently faced by pediatric endocrinologists. This initiative's objectives were to (a) determine if endocrine fellows and faculty perceived that an effective ethics curriculum existed and (b) evaluate whether case-based modules would be an effective tool for ethics education.
Participation was sought from eight large pediatric endocrine programs (home programs and affiliates of the Pediatric Endocrine Society's Ethics Committee members) after the distribution of eight case-based modules (geared mainly to fellows) and pre- and postsurveys. Questions examining self-reported knowledge (K) of the ethical pillars (beneficence, nonmaleficence, autonomy, and justice), attitudes (A) towards these, and the individual's likelihood of utilizing them in clinical practice (P), in addition to the need for/benefit of this curriculum, were assessed using a 5-point Likert scale.
Six out of eight programs participated, with surveys completed by fellows ( = 29), faculty ( = 7), and advanced practitioners ( = 3). Of the respondents, only 20.3% believed an effective ethics curriculum was already in place. After module completion, KAP scores improved, with the greatest improvement seen in knowledge scores. Additionally, 94.9% of respondents strongly agreed ( = 26) or agreed ( = 11) that the curriculum would be a valuable addition to fellowship training. All faculty believed that the curriculum was helpful in imparting ethical principles of clinical practice.
The findings suggest that this curriculum would be useful in knowledge advancement of ethical principles and could fulfill a long-standing need to provide clinical ethics education for faculty and fellows.
在临床实践中，儿科内分泌学家经常面临伦理困境。本项目的目标是：（a）确定内分泌科住院医师和教员是否认为存在有效的伦理课程；（b）评估基于案例的模块是否会成为伦理教育的有效工具。
在分发了八个基于案例的模块（主要针对住院医师）以及进行前后调查后，向八个大型儿科内分泌项目（儿科内分泌学会伦理委员会成员的主场项目和附属项目）寻求参与。使用5点李克特量表评估有关伦理支柱（善行、不伤害、自主和公正）的自我报告知识（K）、对这些支柱的态度（A）以及个人在临床实践中运用它们的可能性（P）的问题，此外还评估了该课程的需求/益处。
八个项目中有六个参与，住院医师（n = 29）、教员（n = 7）和高级从业者（n = 3）完成了调查。在受访者中，只有20.3%的人认为已经有有效的伦理课程。完成模块后，KAP分数有所提高，知识分数提高最为显著。此外，94.9%的受访者强烈同意（n = 26）或同意（n = 11）该课程将是对住院医师培训的宝贵补充。所有教员都认为该课程有助于传授临床实践的伦理原则。
研究结果表明，该课程有助于推进伦理原则方面的知识，并可满足长期以来为教员和住院医师提供临床伦理教育的需求。
