Qualitative Differences between Two Methods of Ethics Education: Focus Group Results

Abstract

Ethics and professionalism standards are essential components of health and welfare training programs, yet data on effective ethics training methods remain elusive. We studied two different delivery methods of ethics education in the Gynecology and Obstetrics rotation of medical school: case-based instructor-facilitated discussion only and case-based discussion following student-led presentations. This paper describes results of the focus group we held with student participants from both methods. Students participated in a mixed 1-hour focus group. The focus group moderator transcribed the meeting, which became the data for the analysis. The research team analyzed the data using grounded theory. Two themes emerged from the data: (1) the ways in which students progressed in their ability to identify and assess ethical questions and (2) the degree to which students were engaged with the course material, peers, and facilitators. In addition, two main categories emerged from overlap among the codes identified by the analysts: understanding of the material and perspectives on ethical issues. Although not determinative, the data suggest a preference for instructor-led discussions over peer presentations and discussions. An engaged peer cohort, faculty participation, and a structured discussion were essential to students' satisfaction with instructional delivery.

Keywords:

• ethics education
• clinical rotation
• focus group
• ethics in medical education

Acknowledgments

We are grateful to Fodie Maguiraga and Peggy Goedken for their work in conducting the focus groups and transcribing the results.

Disclosure Statement

No potential conflict of interest was reported by the authors.

Funding

This study was funded by the Emory University Office of the Provost, Fund for Innovative Teaching Grant.