A Constructive Blended Approach to Ethical Reasoning: The Impact on Medical Students’ Reflection and Learning
| Author | Leili Mosalanejad | en |
| Author | Amir-Mohammad Ebrahimi | en |
| Author | Mansour Tafvizi | en |
| Author | Nahid Zarifsanaiey | en |
| Orcid | Leili Mosalanejad [0000-0003-2688-9664] | en |
| Orcid | Nahid Zarifsanaiey [0000-0002-1297-8271] | en |
| Issued Date | 2020-05-11 | en |
| Abstract | Background: Teaching medical ethics is currently one of the most essential parts of medical education. Objectives: The present study aimed to design a blended learning program based on a constructive approach to ethical reasoning and determine its effect on the students’ reflection and learning. Methods: This quasi-experimental, single-group, pretest-posttest study was conducted on 35 students who took the medical ethics course in a university of medical sciences. Case studies were presented to the students in a discussion forum, and the main concepts in question were then addressed through interactive lectures and group discussions. Data were collected using the Self-Reflection and Insight scale (SRIS) developed by Grant et al. to assess reflection, with 20 items in three domains. The students’ ethical reasoning was assessed using multiple-choice and open-ended questions and the Objective Structured Clinical examination (OSCE). The relationships between the tests were assessed by calculating the correlation between them. The results of the multiple-choice questions were compared with those of students in the previous year (with the same teacher and content), using the independent t-test. Results: Assessing the mean scores before and after the intervention showed a significant increase in the students’ reflection in all three domains, including the need for self-reflection, encouraging reflection, and insight after the intervention. The findings also showed a significant relationship between the students’ final scores and their virtual round and OSCE scores (P < 0.05). In the final theoretical test, the students’ mean scores were significantly higher than those of students in the previous year (P < 0.001). Conclusions: The proper use of technology with a blended learning approach can help improve the students’ quality of learning and reasoning. | en |
| DOI | https://doi.org/10.5812/semj.96510 | en |
| Keyword | Blended Learning | en |
| Keyword | Medical Ethics | en |
| Keyword | Ethical Reasoning | en |
| Keyword | Constructive Approach | en |
| Keyword | Reflection | en |
| Publisher | Brieflands | en |
| Title | A Constructive Blended Approach to Ethical Reasoning: The Impact on Medical Students’ Reflection and Learning | en |
| Type | Research Article | en |
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