Ethical reasoning through simulation: a phenomenological analysis of student experience.

ABSTRACT:

Background

Medical students transitioning into professional practice feel underprepared to deal with the emotional complexities of real-life ethical situations. Simulation-based learning (SBL) may provide a safe environment for students to probe the boundaries of ethical encounters. Published studies of ethics simulation have not generated sufficiently deep accounts of student experience to inform pedagogy. The aim of this study was to understand students' lived experiences as they engaged with the emotional challenges of managing clinical ethical dilemmas within a SBL environment.

Methods

This qualitative study was underpinned by an interpretivist epistemology. Eight senior medical students participated in an interprofessional ward-based SBL activity incorporating a

SUBMITTER: Lewis G 

PROVIDER: S-EPMC5806291 | biostudies-literature | 2016

REPOSITORIES: biostudies-literature