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Cited by 20Innovations in Medical EducationEthics in medical practiceEthics and bioethics in healthcare

Learning professional ethics: student experiences in a health mentor program

Langlois, Sylvia, Lymer, Erin·2016·Education for Health
DOI 10.4103/1357-6283.178927
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Abstract

BACKGROUND: The use of patient centred approaches to healthcare education is evolving, yet the effectiveness of these approaches in relation to professional ethics education is not well understood. The aim of this study was to explore the experiences and learning of health profession students engaged in an ethics module as part of a Health Mentor Program at the University of Toronto. METHODS: Students were assigned to interprofessional groups representing seven professional programs and matched with a health mentor. The health mentors, individuals living with chronic health conditions, shared their experiences of the healthcare system through 90 minute semi-structured interviews with the students. Following the interviews, students completed self-reflective papers and engaged in facilitated asynchronous online discussions. Thematic analysis of reflections and discussions was used to uncover pertaining to student experiences and learning regarding professional ethics. RESULTS: Five major themes emerged from the data: (1) Patient autonomy and expertise in care; (2) ethical complexity and its inevitable reality in the clinical practice setting; (3) patient advocacy as an essential component of day-to-day practice; (4) qualities of remarkable clinicians that informed personal ideals for future practice; (5) patients' perspectives on clinician error and how they enabled suggestions for improving future practice. DISCUSSION: The findings of a study in one university context suggest that engagement with the health mentor narratives facilitated students' critical reflection related to their understanding of the principles of healthcare ethics.

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  • Group discussions can draw attention to situations where care and treatment have been experienced as unethical.

    “Furthermore, such discussions can draw attention to situations where care and treatment have been experienced as unethical, such as when the patients’ concerns are not heard, or their needs are not met [61].”

    From Ethics education to support ethical competence learning in healthcare: an integrative systematic review (2022) · cites this paper as [61]

  • Students were empowered to advocate for patients when they are in vulnerable situations.

    “More specifically, students were empowered to advocate for patients when they are in vulnerable situations.”

    From Role of active patient involvement in undergraduate medical education: a systematic review (2020) · cites this paper as [64]

  • Students reflected on the importance of patient advocacy in day-to-day practice in a study on experiences within an ethics and professionalism module with patient mentors.

    “Students reflected on the importance of patient advocacy in day-to-day practice in a study on experiences within an ethics and professionalism module with patient mentors.64”

    From Role of active patient involvement in undergraduate medical education: a systematic review (2020) · cites this paper as [64]

  • Reflecting on role models some authors referred to broadening understanding of the role of the healthcare provider, qualities of remarkable clinicians that inform personal ideals, creating a future professional model and professional identity.

    “Reflecting on role models some authors referred to broadening understanding of the role of the healthcare provider,27 qualities of remarkable clinicians that inform personal ideals,64 creating a future professional model55 and professional identity.71”

    From Role of active patient involvement in undergraduate medical education: a systematic review (2020) · cites this paper as [64]

  • Various qualitative studies suggested that patient involvement can attribute to dealing with ethical complexity in clinical practice and patients' perspectives on clinician error and developing reflective skills.

    “Various qualitative studies suggested that patient involvement can attribute to dealing with ethical complexity in clinical practice and patients’ perspectives on clinician error64 and developing reflective skills.29 48 55”

    From Role of active patient involvement in undergraduate medical education: a systematic review (2020) · cites this paper as [64]

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Authors
Langlois, S., & Lymer, E.
Affiliations
  • University of Toronto (CA)
  • Centre for Addiction and Mental Health (CA)
Corresponding author
Langlois, Sylvia
ORCID
Venue
Education for Health
Publisher
The Network: Towards Unity for Health
Published
2016
Volume
29
Issue
1
Pages
10
ISSN
1357-6283 (ISSN-L)
DOI
10.4103/1357-6283.178927
OpenAlex
W2298181006
Cited by
20
References
19
Citations by year
2026: 1 · 2025: 2 · 2024: 2 · 2023: 3 · 2022: 3 · 2021: 2 · 2020: 2 · 2019: 3 · 2017: 2
FWCI
1.65
Type
journal article
Language
en
Open access
closed
Locations
  • Education for Health (publishedVersion)
  • PubMed (publishedVersion)
Topics
  • Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
  • Health Sciences › Health Professions › General Health Professions › Ethics in medical practice
  • Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Ethics and bioethics in healthcare
Keywords
professional ethics education, patient-centered care, interprofessional education, patient autonomy, patient advocacy, critical reflection, health professions students, patient perspectives
MeSH terms
Ethics, Professional, Female, Health Occupations, Humans, Male, Mentors, Ontario, Patient Participation, Professional-Patient Relations, Self-Assessment, Students, Health Occupations, Program Evaluation, Patient-Centered Care, Qualitative Research, Patient Preference, Interdisciplinary Studies

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