Postgraduate Medical Ethics Education - mapping the field
Dr Andrew N Papanikitas MRCGP, PhD Senior Clinical Researcher, Nuffield Department of Primary Care Health Sciences, University of Oxford
Wednesday, 13 November 2019, 11am to 12.30pm
Ethox and the Wellcome Centre for Ethics and Humanities are based at the Big Data Institute, University of Oxford, Li Ka Shing Centre for Health Information and Discovery, Old Road Campus, Oxford OX3 7FZ. The talk will be held in seminar room 0.
Ethics exists both in informal (what doctors should learn) and formal (what educational and professional bodies state that doctors should learn) postgraduate medical curricula. This existence has served as justification for educational and academic activity rather than any robust evidence of patient benefit. Ethics in biomedicine is huge field characterised by contextual and disciplinary diversity, and literature on the rationale content and modes of teaching and learning ethics in medicine has largely coalesced around the education of medical students in the supervised, lower stakes setting of university education. Dr Papanikitas will explore a notional field of postgraduate medical ethics education, seeking to better understand its content, meanings and key stakeholders in academia, education and practice, and consider what is PGMEE in order to look for it in professional and academic literature. A draft description for discussion and refinement (in relation to doctors in the UK) is as follows:
- Teaching and learning ethics (Ethics education) in/for healthcare practice but distinct from undergraduate settings in healthcare professions in that learners have passed a certain threshold for accountability.
- Learners’ ordinary professional/service commitments have priority over their identification as learners.
- Ethics education with the purpose of fostering good practice and professional flourishing in contemporary healthcare
- UK postgraduate medical education as falling into 3 phases in UK medicine: 1) The foundation years, 2) Core and Specialist Training 3) Post-completion continuing professional development
- Ethical CPD/CME components such as knowledge and skills in research ethics may exist alongside a professional life course
Dr Papanikitas will suggest that the field of PGMEE is easier to explore than to boundary. Relevant evidence may come from specialist medical journals, education journals or bioethics, journals, or lurk, unpublished in grey literature. The field may not be stable as it is undermined by disputes about what is ethics, who should teach and learn ethics as well as if when how and why ethics should be taught to doctors and whether such a field should limit itself to doctors.
- McAlister C, Gupta M et al, Learning on the job: ethics in postgraduate medical education, pages 79-114 in Health Humanities in Postgraduate Medical Education, Eds Peterkin AD and Skortzweka A, OUP, 2018 NY accessible through oxford medicine online here https://oxfordmedicine.com/view/10.1093/med/9780190849900.001.0001/med-9780190849900
- Dudzinski D, Rhodes R and Fiester A, Pedagogical Goals for Academic Bioethics Programs, Cambridge Quarterly of Healthcare Ethics (2013), 22, 284–296. https://www.cambridge.org/core/journals/cambridge-quarterly-of-healthcare-ethics/article/pedagogical-goals-for-academic-bioethics-programs/64F7BF61536E58B412D7BC13454FEA0B
- Please feel free to look at presentations from the TORCH funded project: Understanding postgraduate medical ethics education accessible here https://www.researchgate.net/project/Postgraduate-Medical-Ethics-Education/update/5c98c78b3843b03424332a84