Through students' eyes: ethical and professional issues identified by third-year medical students during clerkships: Table 1

Abstract Background Efforts have begun to characterize the ethical and professional issues encountered by medical students in their clinical years. By applying previously identified taxonomies to a national sample of medical students, this study seeks to develop generalizable insights that can inform professional identity formation across various clerkships and medical institutions. Methods In a national survey of medical students, participants answered an open-ended survey item that asked them to describe a clinical experience involving an ethical or professional issue. We conducted a content analysis with these responses using the Kaldjian taxonomy of ethical and professionalism themes in medical education through an iterative, consensus-building process. Noting the emerging virtues-based approach to ethics and professionalism, we also reexamined the data using a taxonomy of virtues. Results The response rate to this survey item was 144 out of 499 eligible respondents (28.9%). All 144 responses were successfully coded under one or more themes in the original taxonomy of ethical and professional issues, resulting in a total of 173 coded responses. Professional duties was the most frequently coded theme (29.2%), followed by Communication (26.4%), Quality of care (18.8%), Student-specific issues of moral distress (16.7%), Decisions regarding treatment (16.0%), and Justice (13.2%). In the virtues taxonomy, 180 total responses were coded from the 144 original responses, and the most frequent virtue coded was Wisdom (23.6%), followed by Respectfulness (20.1%) and Compassion or Empathy (13.9%). Conclusions Originally developed from students’ clinical experiences in one institution, the Kaldjian taxonomy appears to serve as a useful analytical framework for categorizing a variety of clinical experiences faced by a national sample of medical students. This study also supports the development of virtue-based programs that focus on cultivating the virtue of wisdom in the practice of medicine.

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“Can Virtue Be Taught?”: A Content Analysis of Medical Students’ Opinions of the Professional and Ethical Challenges to their Professional Identity Formation

10.21203/rs.3.rs-62880/v2 ◽

2020 ◽

Author(s):

Michael Hawking ◽

Jenny Kim ◽

Melody Jih ◽

Chelsea Hu ◽

John D. Yoon

Keyword(s):

Content Analysis ◽

Medical Students ◽

Professional Identity ◽

Identity Formation ◽

National Sample ◽

Professional Issues ◽

Professional Identity Formation ◽

Clinical Experiences ◽

Survey Item ◽

Ethical And Professional Issues

Abstract Background: Efforts have begun to characterize the ethical and professional issues encountered by medical students in their clinical years. By applying previously identified taxonomies to a national sample of medical students, this study seeks to develop generalizable insights that can inform professional identity formation across various clerkships and medical institutions.Methods: In a national survey of medical students, participants answered an open-ended survey item that asked them to describe a clinical experience involving an ethical or professional issue. We conducted a content analysis with these responses using the Kaldjian taxonomy of ethical and professionalism themes in medical education through an iterative, consensus-building process. Noting the emerging virtues-based approach to ethics and professionalism, we also reexamined the data using a taxonomy of virtues.Results: The response rate to this survey item was 144 out of 499 eligible respondents (28.9%). All 144 responses were successfully coded under one or more themes in the original taxonomy of ethical and professional issues, resulting in a total of 173 coded responses. Professional Duties was the most frequently coded theme (29.2%), followed by Communication (26.4%), Quality of Care (18.8%), Student-specific Issues of Moral Distress (16.7%), Decisions Regarding Treatment (16.0%), and Justice (13.2%). In the virtues taxonomy, 180 total responses were coded from the 144 original responses, and the most frequent virtue coded was Wisdom (23.6%), followed by Respectfulness (20.1%) and Compassion or Empathy (13.9%).Conclusions: Originally developed from students’ clinical experiences in one institution, the Kaldjian taxonomy appears to serve as a useful analytical framework for categorizing a variety of clinical experiences faced by a national sample of medical students. This study also supports the development of virtue-based programs that focus on cultivating the virtue of wisdom in the practice of medicine.

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“Can Virtue Be Taught?”: A Content Analysis of Medical Students’ Opinions of the Professional and Ethical Challenges to their Professional Identity Formation

10.21203/rs.3.rs-62880/v1 ◽

2020 ◽

Author(s):

Michael Hawking ◽

Jenny Kim ◽

Melody Jih ◽

Chelsea Hu ◽

John D. Yoon

Keyword(s):

Medical Students ◽

Professional Identity ◽

Identity Formation ◽

National Sample ◽

Professional Issues ◽

Professional Identity Formation ◽

Ethical Challenges ◽

Clinical Experiences ◽

Survey Item ◽

Ethical And Professional Issues

Abstract Background Efforts have begun to characterize the ethical and professional issues encountered by medical students in their clinical years. By applying previously identified taxonomies to a national sample of medical students, this study seeks to develop generalizable insights that can inform professional identity formation across various clerkships and medical institutions. Methods In a national survey of medical students, participants answered an open-ended survey item that asked them to describe a clinical experience involving an ethical or professional issue. We coded these responses using the Kaldjian taxonomy of ethical and professionalism themes in medical education through an iterative, consensus-building process. Noting the emerging virtues-based approach to ethics and professionalism, we also reexamined the data using a taxonomy of virtues. Results The response rate to this survey item was 144 out of 499 eligible respondents (28.9%). All 144 responses were successfully coded under one or more themes in the original taxonomy of ethical and professional issues, resulting in a total of 173 coded responses. Professional Duties was the most frequently coded theme (29.2%), followed by Communication (26.4%), Quality of Care (18.8%), Student-specific Issues of Moral Distress (16.7%), Decisions Regarding Treatment (16.0%), and Justice (13.2%). In the virtues taxonomy, 180 total responses were coded from the 144 original responses, and the most frequent virtue coded was Wisdom (23.6%), followed by Respectfulness (20.1%) and Compassion or Empathy (13.9%). Conclusions Originally developed from students’ clinical experiences in one institution, the Kaldjian taxonomy appears to serve as a useful analytical framework for categorizing a variety of clinical experiences faced by a national sample of medical students. This study also supports the development of virtue-based programs that focus on cultivating the virtue of wisdom in the practice of medicine.

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Malpractice Insurance for Nurses: Legal, Ethical and Professional Issues

Nursing, Law & Ethics ◽

10.1017/s0270663600002028 ◽

1981 ◽

Vol 2 (6) ◽

pp. 7-8

Author(s):

Jane Greenlaw

Keyword(s):

Personal Values ◽

Legal Issues ◽

Professional Issues ◽

Definitive Answer ◽

Malpractice Insurance ◽

Ethical And Professional Issues

Should nurses carry their own malpractice insurance? This is a commonly asked question, to which no simple response can be given. The answer will be different for each individual nurse, and will depend upon a variety of factors; individual personal values will determine which factors are most important. Thus, while it is impossible to offer a definitive answer which is correct for all nurses, it is possible to provide a framework to aid in the development of individual answers. For purpose of discussion this column will examine the nursing malpractice insurance question from three perspectives — legal, ethical, and professional — though in reality, of course, the three overlap.The legal issues raised by the malpractice insurance question are the most straightforward and therefore the easiest to deal with. The first question is: do nurses need malpractice insurance at all? Nurses are now viewed (legally and otherwise) as professionals accountable for their own actions.

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