Ethics Learning Needs of Paediatric Residents: A View From All Sides
CPS ePoster Library. MacPherson P. Jun 25, 2015; 99172; 110
Dr. Peter MacPherson
Dr. Peter MacPherson
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Abstract
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Background: Ethics and professionalism education is a required component of pediatric residency training. However, a dearth of established curricula persists and there is no consensus as to the topics that should be included. Significant barriers exist in the form of curricular crowding, making it imperative that educators prioritize residents' ethics learning needs. Previous studies have been limited by the use of trainees' self-reported needs alone. This is the first study to investigate the ethics learning needs of pediatric residents using a 360° assessment. Our hypothesis was that pediatricians and/or allied health care professionals (HCPs) would identify ethics learning needs not appreciated by trainees.

Objective: 1. To identify and prioritize pediatric residents' ethics learning needs using a 360° survey-based assessment.
2. To determine if differences exist between pediatric residents' ethics learning needs as perceived by residents, pediatricians and allied health care professionals

Design/Methods: Pediatric residents, respiratory therapists (RTs), registered nurses (RNs) and pediatricians working at a university children's hospital rated the importance of twelve ethics themes as learning needs for trainees using a Likert scale. Kruskall-Wallis tests were used to compare the ratings of importance for each theme between the four groups of respondents. Pairwise comparisons were conducted using Dunn's procedure with a Bonferroni correction.

Results: Response rates were 65%, 70%, 57% and 47% for residents (n=15), pediatricians (n=30), RTs (n=8) and RNs (n=71), respectively. The rated importance of seven of twelve ethics themes differed significantly between the four groups. Pediatricians rated five ethics themes as significantly more important than did RTs/RNs. Residents rated genetic screening/testing as significantly more important than RTs/RNs. A rank order list of ethics themes was generated for each group of respondents based on the percentage of respondents in each group rating the ethics theme as very important. Four ethics themes were in the top six for all groups of respondents.


Conclusions: These results provide an interprofessional assessment of pediatric residents' perceived ethics learning needs. High priority ethics topics were identified, allowing for a targeted curriculum in the context of limited instructional time. Contrary to our hypothesis, there were no instances where trainees rated an ethics learning need as less important than did pediatricians or allied HCPs.
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