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Clinician, student and faculty perspectives on the audiology-industry interface: implications for ethics education.
Int J Audiol 2019; 58(9):576-586IJ

Abstract

Objective:

Supporting audiologists to work ethically with industry requires theory-building research. This study sought to answer: How do audiologists view their relationship with industry in terms of ethical implications? What do audiologists do when faced with ethical tensions? How do social and systemic structures influence these views and actions?

Design:

A constructivist grounded theory study was conducted using semi-structured interviews of clinicians, students and faculty. Study sample: A purposive sample of 19 Canadian and American audiologists was recruited with representation across clinical, academic, educational and industry work settings. Theoretical sampling of grey literature occurred alongside audiologist sampling. Interpretations were informed by the concepts of ethical tensions as ethical uncertainty, dilemmas and distress.

Results:

Findings identified the audiology-industry relationship as symbiotic but not wholly positive. A range of responses included denying ethical tensions to avoiding any industry interactions altogether. Several of our participants who had experienced ethical distress quit their jobs to resolve the distress. Systemic influences included the economy, professional autonomy and the hidden curriculum.

Conclusions:

In direct response to our findings, the authors suggest a move to include virtues-based practice, an explicit curriculum for learning ethical industry relations, theoretically-aligned ethics education approaches and systemic and structural change.

Authors+Show Affiliations

a Centre for Faculty Development, St. Michael's Hospital, Centre for Ambulatory Care Education, Department of Speech-Language Pathology , University of Toronto , Toronto , Canada.b Department of Speech-Language Pathology, University of Toronto, and Department of Psychology , Neuroscience, and Behaviour, McMaster University, Starkey Hearing Technologies , Eden Prairie , Minnesota.c Centre for Faculty Development , St. Michael's Hospital , Toronto , Canada.d Sound Advice Hearing , Toronto , Canada.e School of Communication Sciences and Disorders, Departments of Surgery, Psychology, and Neuroscience , Dalhousie University , Halifax , Canada.f Department of Occupational Therapy, Faculty of Rehabilitation Medicine , University of Alberta , Edmonton , Canada.

Pub Type(s)

Journal Article

Language

eng

PubMed ID

31084367

Citation

Ng, Stella L., et al. "Clinician, Student and Faculty Perspectives On the Audiology-industry Interface: Implications for Ethics Education." International Journal of Audiology, vol. 58, no. 9, 2019, pp. 576-586.
Ng SL, Crukley J, Kangasjarvi E, et al. Clinician, student and faculty perspectives on the audiology-industry interface: implications for ethics education. Int J Audiol. 2019;58(9):576-586.
Ng, S. L., Crukley, J., Kangasjarvi, E., Poost-Foroosh, L., Aiken, S., & Phelan, S. K. (2019). Clinician, student and faculty perspectives on the audiology-industry interface: implications for ethics education. International Journal of Audiology, 58(9), pp. 576-586. doi:10.1080/14992027.2019.1602737.
Ng SL, et al. Clinician, Student and Faculty Perspectives On the Audiology-industry Interface: Implications for Ethics Education. Int J Audiol. 2019;58(9):576-586. PubMed PMID: 31084367.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - Clinician, student and faculty perspectives on the audiology-industry interface: implications for ethics education. AU - Ng,Stella L, AU - Crukley,Jeffery, AU - Kangasjarvi,Emilia, AU - Poost-Foroosh,Laya, AU - Aiken,Steve, AU - Phelan,Shanon K, Y1 - 2019/05/14/ PY - 2019/5/16/pubmed PY - 2019/5/16/medline PY - 2019/5/16/entrez KW - Audiology KW - conflicts of interest KW - critical pedagogy KW - ethical tensions KW - ethics education KW - industry collaboration SP - 576 EP - 586 JF - International journal of audiology JO - Int J Audiol VL - 58 IS - 9 N2 - Objective: Supporting audiologists to work ethically with industry requires theory-building research. This study sought to answer: How do audiologists view their relationship with industry in terms of ethical implications? What do audiologists do when faced with ethical tensions? How do social and systemic structures influence these views and actions? Design: A constructivist grounded theory study was conducted using semi-structured interviews of clinicians, students and faculty. Study sample: A purposive sample of 19 Canadian and American audiologists was recruited with representation across clinical, academic, educational and industry work settings. Theoretical sampling of grey literature occurred alongside audiologist sampling. Interpretations were informed by the concepts of ethical tensions as ethical uncertainty, dilemmas and distress. Results: Findings identified the audiology-industry relationship as symbiotic but not wholly positive. A range of responses included denying ethical tensions to avoiding any industry interactions altogether. Several of our participants who had experienced ethical distress quit their jobs to resolve the distress. Systemic influences included the economy, professional autonomy and the hidden curriculum. Conclusions: In direct response to our findings, the authors suggest a move to include virtues-based practice, an explicit curriculum for learning ethical industry relations, theoretically-aligned ethics education approaches and systemic and structural change. SN - 1708-8186 UR - https://www.unboundmedicine.com/medline/citation/31084367/Clinician,_student_and_faculty_perspectives_on_the_audiology-industry_interface:_implications_for_ethics_education L2 - http://www.tandfonline.com/doi/full/10.1080/14992027.2019.1602737 DB - PRIME DP - Unbound Medicine ER -