Integrating the Teaching and Assessment of Moral Reasoning into Undergraduate Medical Education to Advance Health Equity

Nisha Chachad; Arkene Levy; Katlynn Kenon; Rachel Nash; Stefanie Carter; Maria Padilla; Jocelyn Mitchell-Williams; Vijay Rajput

doi:10.1007/s40670-024-02019-7

Integrating the Teaching and Assessment of Moral Reasoning into Undergraduate Medical Education to Advance Health Equity

Nisha Chachad
, Arkene Levy
, Katlynn Kenon
, Rachel Nash
, Stefanie Carter
, Maria Padilla
, Jocelyn Mitchell-Williams
, Vijay Rajput

Research output: Contribution to journal › Article › peer-review

1 Scopus citations

Abstract

Moral reasoning skills among medical students have regressed despite the implementation of ethics teachings in medical education curricula. This inability to retain moral reasoning capability is attributed to difficulty transitioning to the principled thinking stage of moral reasoning as well as worsening of ethical decision-making skills during clerkship education due to the "hidden curriculum." Prior studies have examined the efficacy of individual strategies for moral education, but there is insufficient analysis comparing multiple educational interventions and moral reasoning assessment tools. The role and impact of these instruments in medical curricula for the advancement of health equity is reviewed.

Original language	English
Pages (from-to)	653-659
Number of pages	7
Journal	Medical Science Educator
Volume	34
Issue number	3
DOIs	https://doi.org/10.1007/s40670-024-02019-7
State	Published - May 2024

Bibliographical note

© The Author(s) under exclusive licence to International Association of Medical Science Educators 2024. Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.

Funding

No funding was obtained for this study.

Disciplines

Medical Education

Access to Document

10.1007/s40670-024-02019-7

Cite this

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abstract = "Moral reasoning skills among medical students have regressed despite the implementation of ethics teachings in medical education curricula. This inability to retain moral reasoning capability is attributed to difficulty transitioning to the principled thinking stage of moral reasoning as well as worsening of ethical decision-making skills during clerkship education due to the {"}hidden curriculum.{"} Prior studies have examined the efficacy of individual strategies for moral education, but there is insufficient analysis comparing multiple educational interventions and moral reasoning assessment tools. The role and impact of these instruments in medical curricula for the advancement of health equity is reviewed.",

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AU - Carter, Stefanie

AU - Padilla, Maria

AU - Mitchell-Williams, Jocelyn

AU - Rajput, Vijay

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AB - Moral reasoning skills among medical students have regressed despite the implementation of ethics teachings in medical education curricula. This inability to retain moral reasoning capability is attributed to difficulty transitioning to the principled thinking stage of moral reasoning as well as worsening of ethical decision-making skills during clerkship education due to the "hidden curriculum." Prior studies have examined the efficacy of individual strategies for moral education, but there is insufficient analysis comparing multiple educational interventions and moral reasoning assessment tools. The role and impact of these instruments in medical curricula for the advancement of health equity is reviewed.

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Integrating the Teaching and Assessment of Moral Reasoning into Undergraduate Medical Education to Advance Health Equity

Abstract

Bibliographical note

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