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Titulo Artículo:
The Hidden Ethics Curriculum in Two Canadian Psychiatry Residency Programs: A Qualitative Study
Resumen:
Objective The authors describe the hidden ethics curriculum in two postgraduate psychiatry programs. Methods Researchers investigated the formal, informal, and hidden ethics curricula at two demographically different postgraduate psychiatry programs in Canada. Using a case study design, they compared three sources: individual interviews with residents and with faculty and a semi-structured review of program documents. They identified the formal, informal, and hidden curricula at each program for six ethics topics and grouped the topics under two thematic areas. They tested the applicability of the themes against the specific examples under each topic. Results pertaining to one of the themes and its three topics are reported here. Results Divergences occurred between the curricula for each topic. The nature of these divergences differed according to local program characteristics. Yet, in both programs, choices for action in ethically challenging situations were mediated by a minimum standard of ethics that led individuals to avoid trouble even if this meant their behavior fell short of the accepted ideal. Conclusions Effective ethics education in postgraduate psychiatry training will require addressing the hidden curriculum. In addition to profession-wide efforts to articulate high-level values, program-specific action on locally relevant issues constitutes a necessary mechanism for handling the impact of the hidden curriculum.
Fecha de publicación:
2015.
Autores :
Forlini, Cynthia ;
Duchen, Raquel ;
Lohfeld, Lynne ;
Lenton, Keith ;
Gupta, Mona ;
Autor corporativo:
Academic Psychiatry,
Editores:
Otra ;
Idioma:
Inglés
Páginas:
592
ISBN:
1545-7230
Existencias:
599
Palabras claves:
Psychiatry Residents
Ethics
Professional Development
Público objetivo:
Posgrado
Docentes
Investigadores
Otros profesionales de la salud
Titulo Artículo:
The Hidden Ethics Curriculum in Two Canadian Psychiatry Residency Programs: A Qualitative Study
Resumen:
Objective The authors describe the hidden ethics curriculum in two postgraduate psychiatry programs. Methods Researchers investigated the formal, informal, and hidden ethics curricula at two demographically different postgraduate psychiatry programs in Canada. Using a case study design, they compared three sources: individual interviews with residents and with faculty and a semi-structured review of program documents. They identified the formal, informal, and hidden curricula at each program for six ethics topics and grouped the topics under two thematic areas. They tested the applicability of the themes against the specific examples under each topic. Results pertaining to one of the themes and its three topics are reported here. Results Divergences occurred between the curricula for each topic. The nature of these divergences differed according to local program characteristics. Yet, in both programs, choices for action in ethically challenging situations were mediated by a minimum standard of ethics that led individuals to avoid trouble even if this meant their behavior fell short of the accepted ideal. Conclusions Effective ethics education in postgraduate psychiatry training will require addressing the hidden curriculum. In addition to profession-wide efforts to articulate high-level values, program-specific action on locally relevant issues constitutes a necessary mechanism for handling the impact of the hidden curriculum.
Fecha de publicación:
2015.
Autores :
Forlini, Cynthia ;
Duchen, Raquel ;
Lohfeld, Lynne ;
Lenton, Keith ;
Gupta, Mona ;
Autor corporativo:
Academic Psychiatry,
Editores:
Otra ;
Idioma:
Inglés
Páginas:
592
Existencias:
599
Palabras claves:
Psychiatry Residents
Ethics
Professional Development
Público objetivo:
Posgrado
Docentes
Investigadores
Otros profesionales de la salud
Titulo Artículo:
The Hidden Ethics Curriculum in Two Canadian Psychiatry Residency Programs: A Qualitative Study
Resumen:
Objective The authors describe the hidden ethics curriculum in two postgraduate psychiatry programs. Methods Researchers investigated the formal, informal, and hidden ethics curricula at two demographically different postgraduate psychiatry programs in Canada. Using a case study design, they compared three sources: individual interviews with residents and with faculty and a semi-structured review of program documents. They identified the formal, informal, and hidden curricula at each program for six ethics topics and grouped the topics under two thematic areas. They tested the applicability of the themes against the specific examples under each topic. Results pertaining to one of the themes and its three topics are reported here. Results Divergences occurred between the curricula for each topic. The nature of these divergences differed according to local program characteristics. Yet, in both programs, choices for action in ethically challenging situations were mediated by a minimum standard of ethics that led individuals to avoid trouble even if this meant their behavior fell short of the accepted ideal. Conclusions Effective ethics education in postgraduate psychiatry training will require addressing the hidden curriculum. In addition to profession-wide efforts to articulate high-level values, program-specific action on locally relevant issues constitutes a necessary mechanism for handling the impact of the hidden curriculum.
Autores:
Forlini, Cynthia
,
Duchen, Raquel
,
Lohfeld, Lynne
,
Lenton, Keith
,
Gupta, Mona
,
.
Titulo Revista:
Academic Psychiatry,
.
Numero:
Volumen:
40
Fecha de publicación:
2015.
Base de Datos Bibliográfica:
Otra ,
.
Suplemento:
Idioma:
Inglés
Página Inicial:
592
Página Final:
599
ISBN:
1545-7230
Palabras claves:
Psychiatry Residents
Ethics
Professional Development
Público objetivo:
Posgrado
Docentes
Investigadores
Otros profesionales de la salud
Título Otra :
The Hidden Ethics Curriculum in Two Canadian Psychiatry Residency Programs: A Qualitative Study
Resumen:
Objective The authors describe the hidden ethics curriculum in two postgraduate psychiatry programs. Methods Researchers investigated the formal, informal, and hidden ethics curricula at two demographically different postgraduate psychiatry programs in Canada. Using a case study design, they compared three sources: individual interviews with residents and with faculty and a semi-structured review of program documents. They identified the formal, informal, and hidden curricula at each program for six ethics topics and grouped the topics under two thematic areas. They tested the applicability of the themes against the specific examples under each topic. Results pertaining to one of the themes and its three topics are reported here. Results Divergences occurred between the curricula for each topic. The nature of these divergences differed according to local program characteristics. Yet, in both programs, choices for action in ethically challenging situations were mediated by a minimum standard of ethics that led individuals to avoid trouble even if this meant their behavior fell short of the accepted ideal. Conclusions Effective ethics education in postgraduate psychiatry training will require addressing the hidden curriculum. In addition to profession-wide efforts to articulate high-level values, program-specific action on locally relevant issues constitutes a necessary mechanism for handling the impact of the hidden curriculum.
Autores :
Forlini, Cynthia ;
Duchen, Raquel ;
Lohfeld, Lynne ;
Lenton, Keith ;
Gupta, Mona ;
Autor corporativo:
Academic Psychiatry,
Fecha de publicación:
2015.
Tipo :
Otra .
Idioma:
Inglés
Palabras claves:
Psychiatry Residents
Ethics
Professional Development
Público objetivo:
Posgrado
Docentes
Investigadores
Otros profesionales de la salud
Título Otra :
The Hidden Ethics Curriculum in Two Canadian Psychiatry Residency Programs: A Qualitative Study
Resumen:
Objective The authors describe the hidden ethics curriculum in two postgraduate psychiatry programs. Methods Researchers investigated the formal, informal, and hidden ethics curricula at two demographically different postgraduate psychiatry programs in Canada. Using a case study design, they compared three sources: individual interviews with residents and with faculty and a semi-structured review of program documents. They identified the formal, informal, and hidden curricula at each program for six ethics topics and grouped the topics under two thematic areas. They tested the applicability of the themes against the specific examples under each topic. Results pertaining to one of the themes and its three topics are reported here. Results Divergences occurred between the curricula for each topic. The nature of these divergences differed according to local program characteristics. Yet, in both programs, choices for action in ethically challenging situations were mediated by a minimum standard of ethics that led individuals to avoid trouble even if this meant their behavior fell short of the accepted ideal. Conclusions Effective ethics education in postgraduate psychiatry training will require addressing the hidden curriculum. In addition to profession-wide efforts to articulate high-level values, program-specific action on locally relevant issues constitutes a necessary mechanism for handling the impact of the hidden curriculum.
Autores :
Forlini, Cynthia ;
Duchen, Raquel ;
Lohfeld, Lynne ;
Lenton, Keith ;
Gupta, Mona ;
Autor corporativo:
Academic Psychiatry,
Fecha de publicación:
2015.
Paginas:
592.
ISBN:
1545-7230.
Idioma:
Inglés
Palabras claves:
Psychiatry Residents
Ethics
Professional Development
Público objetivo:
Posgrado
Docentes
Investigadores
Otros profesionales de la salud
Titulo Artículo:
The Hidden Ethics Curriculum in Two Canadian Psychiatry Residency Programs: A Qualitative Study
Resumen:
Objective The authors describe the hidden ethics curriculum in two postgraduate psychiatry programs. Methods Researchers investigated the formal, informal, and hidden ethics curricula at two demographically different postgraduate psychiatry programs in Canada. Using a case study design, they compared three sources: individual interviews with residents and with faculty and a semi-structured review of program documents. They identified the formal, informal, and hidden curricula at each program for six ethics topics and grouped the topics under two thematic areas. They tested the applicability of the themes against the specific examples under each topic. Results pertaining to one of the themes and its three topics are reported here. Results Divergences occurred between the curricula for each topic. The nature of these divergences differed according to local program characteristics. Yet, in both programs, choices for action in ethically challenging situations were mediated by a minimum standard of ethics that led individuals to avoid trouble even if this meant their behavior fell short of the accepted ideal. Conclusions Effective ethics education in postgraduate psychiatry training will require addressing the hidden curriculum. In addition to profession-wide efforts to articulate high-level values, program-specific action on locally relevant issues constitutes a necessary mechanism for handling the impact of the hidden curriculum.
Fecha de publicación:
2015.
Autor corporativo:
Academic Psychiatry,
.
Idioma:
Inglés
Palabras claves:
Psychiatry Residents
Ethics
Professional Development
Público objetivo:
Posgrado
Docentes
Investigadores
Otros profesionales de la salud
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Forlini, Cynthia Duchen, Raquel Lohfeld, Lynne Lenton, Keith Gupta, Mona Forlini, Cynthia Duchen, Raquel Lohfeld, Lynne Lenton, Keith Gupta, Mona The Hidden Ethics Curriculum in Two Canadian Psychiatry Residency Programs: A Qualitative Study. 2015; 40Ed. 592.
