44
views
0
recommends
+1 Recommend
0 collections
    0
    shares
      • Record: found
      • Abstract: found
      • Article: found
      Is Open Access

      The failure of medical education to develop moral reasoning in medical students

      research-article

      Read this article at

      Bookmark
          There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

          Abstract

          Objectives

          The goal of this study was to determine differences in moral judgment among students in medical school.

          Methods

          This cross-sectional study involved students currently enrolled in undergraduate medical education. Recruited via email, 192 students took an online version of the Defining Issues Test to determine their current stage of moral judgment, as well as their percentage of post conventional thought. Independent variables included year of graduation, which indicated curriculum completion as well as participation in a professionalism course. Data was analyzed primarily using One-Way Analysis of Variance.

          Results

          Of the 192 participants, 165 responses were utilized. ANOVA showed no significant differences in moral judgment between or among any of the student cohorts, which were grouped by year of matriculation. Comparisons included students in the four years of medical school, divided by graduation year; students about to graduate (n=30) vs. those still in school (n=135); and students who had participated in a course in professionalism (n=91) vs. those who had not (n=74).

          Conclusions

          These results demonstrate a lack of evolution in the moral reasoning of medical students and raise the issue of what might stimulate positive changes in moral judgment during the medical school experience.

          Related collections

          Most cited references68

          • Record: found
          • Abstract: not found
          • Article: not found

          Selective Moral Disengagement in the Exercise of Moral Agency

            Bookmark
            • Record: found
            • Abstract: not found
            • Article: not found

            The developing physician--becoming a professional.

              Bookmark
              • Record: found
              • Abstract: found
              • Article: not found

              A conceptual framework for the use of illness narratives in medical education.

              The use of narratives, including physicians' and patients' stories, literature, and film, is increasingly popular in medical education. There is, however, a need for an overarching conceptual framework to guide these efforts, which are often dismissed as "soft" and placed at the margins of medical school curricula. The purpose of this article is to describe the conceptual basis for an approach to patient-centered medical education and narrative medicine initiated at the University of Michigan Medical School in the fall of 2003. This approach, the Family Centered Experience, involves home visits and conversations between beginning medical students and patient volunteers and their families and is aimed at fostering humanism in medicine. The program incorporates developmental and learning theory, longitudinal interactions with individuals with chronic illness, reflective learning, and small-group discussions to explore the experience of illness and its care. The author describes a grounding of this approach in theories of empathy and moral development and clarifies the educational value that narratives bring to medical education. Specific pedagogical considerations, including use of activities to create "cognitive disequilibrium" and the concept of transformative learning, are also discussed and may be applied to narrative medicine, professionalism, multicultural education, medical ethics, and other subject areas in medical education that address individuals and their health care needs in society.
                Bookmark

                Author and article information

                Journal
                Int J Med Educ
                Int J Med Educ
                IJME
                International Journal of Medical Education
                IJME
                2042-6372
                27 December 2014
                2014
                : 5
                : 219-225
                Affiliations
                [1] Department of Counseling, Educational Psychology and Research, College of Education, Health and Human Sciences, University of Memphis, Tennessee, USA
                Author notes
                Correspondence: Vicki S. Murrell, University of Memphis, 105E Ball Hall, Memphis, Tennessee 38152, USA. Email: vmurrell@ 123456memphis.edu
                Article
                5-219225
                10.5116/ijme.547c.e2d1
                4282786
                25543016
                06c2d7a3-dc3c-4371-a5f6-1d2a30a62bc0
                Copyright: © 2014 Vicki S. Murrell

                This is an Open Access article distributed under the terms of the Creative Commons Attribution License which permits unrestricted use of work provided the original work is properly cited. http://creativecommons.org/licenses/by/3.0/

                History
                : 01 December 2014
                Categories
                Research Article
                Moral Reasoning

                medical education , moral development , medical training , moral development in medical education

                Comments

                Comment on this article