A case for transformative learning in medical ethics education

Felix Gille*, Aline Nardo

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract / Description of output

In this article, we discuss the current state of medical ethics education. In Higher Education, ethics is taught predominantly through discussion and case study–based teaching formats. At present, however, only little can be said about the adequacy of these teaching methods in attaining complex educational objectives as ethics education poses challenges regarding meaningful student assessment and evaluation of educational methods. Output-oriented evaluation and assessment paradigms that centre quantified student performance fail to meaningfully capture the learning of ethics. Currently, we argue that comparatively small efforts are being devoted to the advancement of innovative and adequate approaches to teaching and assessment in ethics education. In response to these shortcomings, drawing from educational traditions that focus on preparatory activities, we work towards a new approach to evaluate teaching methods and assessing the learning in ethics.
Original languageEnglish
JournalJournal of Medical Education and Curricular Development
Early online date1 Oct 2020
Publication statusE-pub ahead of print - 1 Oct 2020

Keywords / Materials (for Non-textual outputs)

  • medical ethics
  • course development
  • transformative learning
  • productive failure


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