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Examining why ethics is taught to veterinary students: a qualitative study of veterinary educators' perspectives.
J Vet Med Educ. 2014 Winter; 41(4):350-7.JV

Abstract

Although it is widely agreed that veterinary students need to be introduced to ethics, there is limited empirical research investigating the reasons why veterinary ethics is being taught. This study presents the first extensive investigation into the reasons for teaching veterinary ethics and reports data collected in semi-structured interviews with educators involved in teaching undergraduate veterinary ethics at three European schools: the University of Copenhagen, the University of Nottingham, and the Technical University of Lisbon (curricular year 2010-2011). The content of the interview transcripts were analyzed using Toulmin's argumentative model. Ten objectives in teaching veterinary ethics were identified, which can be grouped into four overarching themes: ethical awareness, ethical knowledge, ethical skills, and individual and professional qualities. These objectives include recognizing values and ethical viewpoints, identifying norms and regulations, developing skills of communication and decision making, and contributing to a professional identity. Whereas many of the objectives complement each other, there is tension between the view that ethics teaching should promote knowledge of professional rules and the view that ethics teaching should emphasize critical reasoning skills. The wide range of objectives and the possible tensions between them highlight the challenges faced by educators as they attempt to prioritize among these goals of ethics teaching within a crowded veterinary curriculum.

Authors

No affiliation info availableNo affiliation info availableNo affiliation info availableNo affiliation info availableNo affiliation info available

Pub Type(s)

Journal Article
Research Support, Non-U.S. Gov't

Language

eng

PubMed ID

24816827

Citation

Magalhães-Sant'Ana, Manuel, et al. "Examining Why Ethics Is Taught to Veterinary Students: a Qualitative Study of Veterinary Educators' Perspectives." Journal of Veterinary Medical Education, vol. 41, no. 4, 2014, pp. 350-7.
Magalhães-Sant'Ana M, Lassen J, Millar KM, et al. Examining why ethics is taught to veterinary students: a qualitative study of veterinary educators' perspectives. J Vet Med Educ. 2014;41(4):350-7.
Magalhães-Sant'Ana, M., Lassen, J., Millar, K. M., Sandøe, P., & Olsson, I. A. (2014). Examining why ethics is taught to veterinary students: a qualitative study of veterinary educators' perspectives. Journal of Veterinary Medical Education, 41(4), 350-7. https://doi.org/10.3138/jvme.1113-149R
Magalhães-Sant'Ana M, et al. Examining Why Ethics Is Taught to Veterinary Students: a Qualitative Study of Veterinary Educators' Perspectives. J Vet Med Educ. 2014;41(4):350-7. PubMed PMID: 24816827.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - Examining why ethics is taught to veterinary students: a qualitative study of veterinary educators' perspectives. AU - Magalhães-Sant'Ana,Manuel, AU - Lassen,Jesper, AU - Millar,Kate M, AU - Sandøe,Peter, AU - Olsson,I Anna S, PY - 2014/5/13/entrez PY - 2014/5/13/pubmed PY - 2015/2/25/medline KW - Toulmin KW - competencies KW - learning objectives KW - semi-structured interviews KW - veterinary ethics SP - 350 EP - 7 JF - Journal of veterinary medical education JO - J Vet Med Educ VL - 41 IS - 4 N2 - Although it is widely agreed that veterinary students need to be introduced to ethics, there is limited empirical research investigating the reasons why veterinary ethics is being taught. This study presents the first extensive investigation into the reasons for teaching veterinary ethics and reports data collected in semi-structured interviews with educators involved in teaching undergraduate veterinary ethics at three European schools: the University of Copenhagen, the University of Nottingham, and the Technical University of Lisbon (curricular year 2010-2011). The content of the interview transcripts were analyzed using Toulmin's argumentative model. Ten objectives in teaching veterinary ethics were identified, which can be grouped into four overarching themes: ethical awareness, ethical knowledge, ethical skills, and individual and professional qualities. These objectives include recognizing values and ethical viewpoints, identifying norms and regulations, developing skills of communication and decision making, and contributing to a professional identity. Whereas many of the objectives complement each other, there is tension between the view that ethics teaching should promote knowledge of professional rules and the view that ethics teaching should emphasize critical reasoning skills. The wide range of objectives and the possible tensions between them highlight the challenges faced by educators as they attempt to prioritize among these goals of ethics teaching within a crowded veterinary curriculum. SN - 0748-321X UR - https://www.unboundmedicine.com/medline/citation/24816827/Examining_why_ethics_is_taught_to_veterinary_students:_a_qualitative_study_of_veterinary_educators'_perspectives_ DB - PRIME DP - Unbound Medicine ER -