Teaching ethical issues in health care: incorporating a philosophy of care into undergraduate health programs at the University of the Western Cape

  • Firdouza Waggie

Abstract

Context

There  is a  growing  emphasis  on ethics  education  in undergraduate  and postgraduate curricula  of the health professions.

Approximately five hundred and eighty two health science students participate annually on an interdisciplinary core course i.e. Introduction to Philosophy of Care (IPOC).

Objectives

To describe in detail the IPOC course and to determine the students ' perceptions and experiences of the course.

Methods

A survey was conducted and variables were rated on a 5-point Likert scale.   Students also completed an open ended questionnaire to assess their learning and participation in the small group work .

Results

Lectures and small group work  (28%), assignments (25%) and independent community visit (15%) were rated as the preferred method of teaching.  Two thirds (77.5%) were satisfied with the course objectives, 83.4 % reported that they could apply the information and skills learnt to other courses, 81.9% stated that the course made them reconsider many of their former attitudes about care and that they gained a good understanding of the interdisciplinary partnership in care (87.8%). Discussion

Developing a philosophy of care is an important aspect of a progressive health professional education. Staff development in the field of ethics  is crucial to develop  expertise and sustain programmes.   The faculty  has overcome the attitudinal, administrative  and  logistical  barriers  associated  with  interdisciplinary  teaching  and  learning.    However, to  implement interdisciplinary programmes in the final year,whe re professional identity and turf is most powerful remains a challenge.

Conclusion

Students clearly  support  the  IPOC course as  an important  interdisciplinary core course in their undergraduate  health professional education.

References

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Articles