Ethics education: developing habits of mind through the use of pedagogical content knowledge

Gail Jensen, Bruce Greenfield

Research output: Contribution to journalArticle

9 Citations (Scopus)

Abstract

This article questions our basic assumptions and approaches to ethics education in the health professions. Across the health professions, there is increased need for health professionals to carry out their moral duties in individual patient care, as well as collaborate, as part of an interprofessional team that is grounded in a sense of purpose to the common good in health care. We believe that to be ethically engaged is to be committed to ethically care for patients mindful of their needs, values and goals, attuned to their illness experiences, and emotionally open to their suffering. Students need to be skilled in ethical reasoning and decision-making as a core element of professional competence. In this article we use a model of pedagogical reasoning and action to uncover the critical teaching and learning issues that are part of facilitating students’ development of habits of mind and ethical competence. We further argue that the tools phenomenology, narrative thinking and the development of meta-cognitive skills are fundamental parts of the pedagogical content knowledge that is essential in teaching and learning in ethics.

Original languageEnglish (US)
Pages (from-to)149-156
Number of pages8
JournalPhysical Therapy Reviews
Volume17
Issue number3
DOIs
StatePublished - Jun 1 2012

Fingerprint

Health Occupations
Ethics
Habits
Patient Care
Teaching
Moral Obligations
Learning
Students
Professional Competence
Education
Social Justice
Psychological Stress
Mental Competency
Decision Making
Delivery of Health Care
Health
Thinking

All Science Journal Classification (ASJC) codes

  • Physical Therapy, Sports Therapy and Rehabilitation
  • Rehabilitation
  • Orthopedics and Sports Medicine

Cite this

Ethics education : developing habits of mind through the use of pedagogical content knowledge. / Jensen, Gail; Greenfield, Bruce.

In: Physical Therapy Reviews, Vol. 17, No. 3, 01.06.2012, p. 149-156.

Research output: Contribution to journalArticle

@article{01bbaea3563f454eba0681db358ae9f2,
title = "Ethics education: developing habits of mind through the use of pedagogical content knowledge",
abstract = "This article questions our basic assumptions and approaches to ethics education in the health professions. Across the health professions, there is increased need for health professionals to carry out their moral duties in individual patient care, as well as collaborate, as part of an interprofessional team that is grounded in a sense of purpose to the common good in health care. We believe that to be ethically engaged is to be committed to ethically care for patients mindful of their needs, values and goals, attuned to their illness experiences, and emotionally open to their suffering. Students need to be skilled in ethical reasoning and decision-making as a core element of professional competence. In this article we use a model of pedagogical reasoning and action to uncover the critical teaching and learning issues that are part of facilitating students’ development of habits of mind and ethical competence. We further argue that the tools phenomenology, narrative thinking and the development of meta-cognitive skills are fundamental parts of the pedagogical content knowledge that is essential in teaching and learning in ethics.",
author = "Gail Jensen and Bruce Greenfield",
year = "2012",
month = "6",
day = "1",
doi = "10.1179/1743288X11Y.0000000056",
language = "English (US)",
volume = "17",
pages = "149--156",
journal = "Physical Therapy Reviews",
issn = "1083-3196",
publisher = "Taylor and Francis Ltd.",
number = "3",

}

TY - JOUR

T1 - Ethics education

T2 - developing habits of mind through the use of pedagogical content knowledge

AU - Jensen, Gail

AU - Greenfield, Bruce

PY - 2012/6/1

Y1 - 2012/6/1

N2 - This article questions our basic assumptions and approaches to ethics education in the health professions. Across the health professions, there is increased need for health professionals to carry out their moral duties in individual patient care, as well as collaborate, as part of an interprofessional team that is grounded in a sense of purpose to the common good in health care. We believe that to be ethically engaged is to be committed to ethically care for patients mindful of their needs, values and goals, attuned to their illness experiences, and emotionally open to their suffering. Students need to be skilled in ethical reasoning and decision-making as a core element of professional competence. In this article we use a model of pedagogical reasoning and action to uncover the critical teaching and learning issues that are part of facilitating students’ development of habits of mind and ethical competence. We further argue that the tools phenomenology, narrative thinking and the development of meta-cognitive skills are fundamental parts of the pedagogical content knowledge that is essential in teaching and learning in ethics.

AB - This article questions our basic assumptions and approaches to ethics education in the health professions. Across the health professions, there is increased need for health professionals to carry out their moral duties in individual patient care, as well as collaborate, as part of an interprofessional team that is grounded in a sense of purpose to the common good in health care. We believe that to be ethically engaged is to be committed to ethically care for patients mindful of their needs, values and goals, attuned to their illness experiences, and emotionally open to their suffering. Students need to be skilled in ethical reasoning and decision-making as a core element of professional competence. In this article we use a model of pedagogical reasoning and action to uncover the critical teaching and learning issues that are part of facilitating students’ development of habits of mind and ethical competence. We further argue that the tools phenomenology, narrative thinking and the development of meta-cognitive skills are fundamental parts of the pedagogical content knowledge that is essential in teaching and learning in ethics.

UR - http://www.scopus.com/inward/record.url?scp=84927947206&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84927947206&partnerID=8YFLogxK

U2 - 10.1179/1743288X11Y.0000000056

DO - 10.1179/1743288X11Y.0000000056

M3 - Article

AN - SCOPUS:84927947206

VL - 17

SP - 149

EP - 156

JO - Physical Therapy Reviews

JF - Physical Therapy Reviews

SN - 1083-3196

IS - 3

ER -