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Teaching Ethics
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An initial questionnaire on the teaching of ethics was compiled in 1990 by two training directors in child and adolescent psychiatry. The items included in the instrument were derived from a review of prior literature; no prior survey was located. This questionnaire was piloted at an American Association of Directors of Psychiatric Residency Training (AADPRT) "Teaching of Ethics" workshop and completed by the training directors in attendance. Subsequently, the questionnaire was reviewed by the 1991 executive committee of AADPRT's Child and Adolescent Psychiatry Caucus. The committee suggested the enlargement of the questionnaire to encompass as well the teaching of forensic psychiatry in child and adolescent psychiatry training programs and the demographic characteristics of these programs. Items for the forensic psychiatry segment were again derived from a review of prior pertinent literature, and findings from limited national surveys were incorporated into the instrument.
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Abstract from Current Contents: This study shows the link between teaching ethics in a college setting and the evolution of student thinking about ethical dilemmas. At the beginning of the semester, students have a rigid ''black and white'' conception of ethics. By the end of the semester, they are thinking more flexibly about the responsibilities of leaders in corporate ethical dilemmas, and they are able to appreciate complex situations that influence ethical behavior. The study shows that education in ethics produces more ''enlightened'' consumers of ethics information who are able to make sound determinations about responsibility in ethical dilemmas.
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Registration for the Teaching Research Ethics Workshop, sponsored by IU’s Poynter Center for the Study of Ethics and American Institutions and scheduled in May, is now being accepted. Space is limited, and in light of a policy on instruction in the responsible conduct of research recently publicized by the National Institutes of Health, demand for the workshop is expected to be high.
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This is the website of the Inter-disciplinary Ethics Applied Centre for Excellence in Teaching and Learning (IDEA CETL). This CETL was awarded to the University of Leeds to integrate inter-disciplinary ethics into the curricula of 14 disciplines at the University, and facilitate further development across the UK and beyond. The Centre will be collaborating with the Engineering Subject Centre during its first year to support the teaching of ethics to engineers.
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In the next biennium UNESCO will give priority to establishing and improving ethics teaching in the framework of its Ethics of Science and Technology programme. The Division of Ethics of Science and Technology is developing the Ethics Education Programme. There is and will be cooperation with the Education Sector.
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Teaching ethics in clinical settings or medical schools can be difficult. Medical students and trainees are focused on patient care issues, passing the boards, and getting good evaluations. Ethics can be seen as peripheral to the biomedical core content and skills that young physicians-in-training prioritize.
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Teaching Ethics