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From "What" to "How": Experiential Learning in a Graduate Medicine for Ethicists Course.
- Source :
-
Cambridge Quarterly of Healthcare Ethics . Jan2022, Vol. 31 Issue 1, p131-140. 10p. - Publication Year :
- 2022
-
Abstract
- Teaching healthcare ethics at the doctoral level presents a particular challenge. Ethics is often taught to medical students, but rarely is medicine taught to graduate students in health care ethics. In this paper, Medicine for Ethicists [MfE] — a course taught both didactically and experientially — is described. Eight former MfE students were independently interviewed in a semi-structured, open-ended format regarding their experience in the experiential component of the course. Themes included concrete elements about the course, elements related to the broader PhD student learning experience, and themes related to the students' past and future career experiences. Findings are related to the educational philosophy of John Dewey and David Kolb's experiential learning theory. Broader implications of this work are explored. [ABSTRACT FROM AUTHOR]
- Subjects :
- *MEMORY
*EMPATHY
*MEDICAL students
*RESEARCH methodology
*CURRICULUM
*INTERVIEWING
*EXPERIENCE
*LEARNING strategies
*MEDICAL ethics
*GRADUATE education
*EXPERIENTIAL learning
*STUDENTS
*DOCTORAL programs
*UNIVERSITIES & colleges
*DESCRIPTIVE statistics
*THEMATIC analysis
ALLIED health career counseling
Subjects
Details
- Language :
- English
- ISSN :
- 09631801
- Volume :
- 31
- Issue :
- 1
- Database :
- Academic Search Index
- Journal :
- Cambridge Quarterly of Healthcare Ethics
- Publication Type :
- Academic Journal
- Accession number :
- 154787502
- Full Text :
- https://doi.org/10.1017/S0963180121000876