PDF(Pubmed)
Abstract：
Ethical and professional dilemmas are part of the day-to-day practice of medicine, including within dermatopathology (e.g., ethical implications of self-referring skin biopsies for pathology interpretation). There is a need for teaching aids that dermatology educators can easily access to help provide ethics education.
We held an hour-long, faculty-facilitated, interactive, virtual discussion about ethical issues in dermatopathology. The session followed a structured, case-based format. We administered anonymous online feedback surveys after the session and used the Wilcoxon signed rank test to compare participants\' before and after responses.
Seventy-two individuals from two academic institutions participated in the session. We collected 35 total responses (49%) from dermatology residents (n = 15), dermatology faculty (n = 14), medical students (n = 2), and other providers and learners (n = 4). Feedback was largely positive, with 21 attendees (60%) indicating they learned a few things and 11 (31%) indicating they learned a great deal. Additionally, 32 participants (91%) indicated they would recommend the session to a colleague. Our analysis showed that attendees had a greater self-perceived level of achievement for each of our three objectives after the session.
This dermatoethics session is structured so as to be easily shared, deployed, and built on by other institutions. We hope that other institutions will use our materials and results to improve upon the foundation presented here and that this framework will be used by other medical specialties seeking to foster ethics education in their training programs.
We held an hour-long, faculty-facilitated, interactive, virtual discussion about ethical issues in dermatopathology. The session followed a structured, case-based format. We administered anonymous online feedback surveys after the session and used the Wilcoxon signed rank test to compare participants\' before and after responses.
Seventy-two individuals from two academic institutions participated in the session. We collected 35 total responses (49%) from dermatology residents (n = 15), dermatology faculty (n = 14), medical students (n = 2), and other providers and learners (n = 4). Feedback was largely positive, with 21 attendees (60%) indicating they learned a few things and 11 (31%) indicating they learned a great deal. Additionally, 32 participants (91%) indicated they would recommend the session to a colleague. Our analysis showed that attendees had a greater self-perceived level of achievement for each of our three objectives after the session.
This dermatoethics session is structured so as to be easily shared, deployed, and built on by other institutions. We hope that other institutions will use our materials and results to improve upon the foundation presented here and that this framework will be used by other medical specialties seeking to foster ethics education in their training programs.
摘要：
■道德和专业困境是医学日常实践的一部分，包括皮肤病理学(例如，自我参照皮肤活检对病理学解释的伦理意义)。需要皮肤病学教育者可以轻松访问的教具，以帮助提供道德教育。
■我们举行了长达一个小时的会议,教师促进，互动式,关于皮肤病学伦理问题的虚拟讨论。会议遵循一个结构化的，基于案例的格式。我们在会议结束后进行了匿名在线反馈调查，并使用Wilcoxon签名等级测试来比较参与者在回答之前和之后。
■来自两个学术机构的72个人参加了会议。我们从皮肤科住院医师(n=15)收集了35份总应答(49%)，皮肤科教师（n=14），医学生（n=2），以及其他提供者和学习者(n=4)。反馈基本上是积极的，21名与会者(60%)表示他们学到了一些东西，11名与会者(31%)表示他们学到了很多东西。此外,32名参与者(91%)表示，他们会向同事推荐这次会议。我们的分析表明，在会议结束后，与会者对我们的三个目标中的每一个都有更高的自我感知成就水平。
■此皮肤病伦理学会议的结构易于共享，部署,并建立在其他机构的基础上。我们希望其他机构将使用我们的材料和结果来改善这里提出的基础，并且该框架将被其他寻求在其培训计划中促进道德教育的医学专业使用。
■我们举行了长达一个小时的会议,教师促进，互动式,关于皮肤病学伦理问题的虚拟讨论。会议遵循一个结构化的，基于案例的格式。我们在会议结束后进行了匿名在线反馈调查，并使用Wilcoxon签名等级测试来比较参与者在回答之前和之后。
■来自两个学术机构的72个人参加了会议。我们从皮肤科住院医师(n=15)收集了35份总应答(49%)，皮肤科教师（n=14），医学生（n=2），以及其他提供者和学习者(n=4)。反馈基本上是积极的，21名与会者(60%)表示他们学到了一些东西，11名与会者(31%)表示他们学到了很多东西。此外,32名参与者(91%)表示，他们会向同事推荐这次会议。我们的分析表明，在会议结束后，与会者对我们的三个目标中的每一个都有更高的自我感知成就水平。
■此皮肤病伦理学会议的结构易于共享，部署,并建立在其他机构的基础上。我们希望其他机构将使用我们的材料和结果来改善这里提出的基础，并且该框架将被其他寻求在其培训计划中促进道德教育的医学专业使用。
