Dikla Agur Cohen, Liv Shadmi, Aya Biderman, Gila Yakov
{"title":"“当你出发去伊萨卡岛”：VIEW-医学实践中道德决策教学的可视化工具。","authors":"Dikla Agur Cohen, Liv Shadmi, Aya Biderman, Gila Yakov","doi":"10.5334/pme.1543","DOIUrl":null,"url":null,"abstract":"<p><strong>Background & need for innovation: </strong>Ethical dilemmas in healthcare often involve navigating emotional and value-laden challenges. Traditional teaching approaches, such as principle-based frameworks, highlight the theory but do not contain tools to integrate emotional reflection and value prioritization, leaving a gap in preparing physicians for real-world ethical decision making.</p><p><strong>Goal of innovation: </strong>We introduce a novel visual tool named VIEW (<b>V</b>isual <b>I</b>nsight for <b>E</b>thical <b>W</b>isdom) that enhances ethical decision making by fostering reflection on values, emotions, and professional identity.</p><p><strong>Steps taken for development and implementation: </strong>The VIEW tool was developed as an interactive framework that allows users to map ethical dilemmas visually. It was implemented in three workshops with 31 participants, including junior and senior physicians and medical educators. Participants used the VIEW to analyze real-life ethical challenges. They created 31 visual maps that captured emotional responses, core values, and interpretations of dilemmas. We qualitatively analyzed these maps, alongside other observations and interviews, to identify key themes.</p><p><strong>Outcomes of innovation: </strong>Preliminary evaluations indicated that the VIEW tool effectively bridges theory and practice. It externalized thought processes, encouraging emotional awareness, and promoting value-based reasoning. Participants reported improved capacity to navigate complex dilemmas and deeper engagement with their professional identity.</p><p><strong>Critical reflection on the process: </strong>This visual tool integrates cognitive and emotional dimensions of ethical reasoning, addressing the limitations of traditional approaches. Its implementation highlights the importance of reflection in medical education and clinical practice. Further research is needed to explore the tool's broader applicability.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"14 1","pages":"427-435"},"PeriodicalIF":3.9000,"publicationDate":"2025-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12292043/pdf/","citationCount":"0","resultStr":"{\"title\":\"'As You Set Out for Ithaca': VIEW- A Visual Tool for Teaching Ethical Decision Making in Medical Practice.\",\"authors\":\"Dikla Agur Cohen, Liv Shadmi, Aya Biderman, Gila Yakov\",\"doi\":\"10.5334/pme.1543\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Background & need for innovation: </strong>Ethical dilemmas in healthcare often involve navigating emotional and value-laden challenges. Traditional teaching approaches, such as principle-based frameworks, highlight the theory but do not contain tools to integrate emotional reflection and value prioritization, leaving a gap in preparing physicians for real-world ethical decision making.</p><p><strong>Goal of innovation: </strong>We introduce a novel visual tool named VIEW (<b>V</b>isual <b>I</b>nsight for <b>E</b>thical <b>W</b>isdom) that enhances ethical decision making by fostering reflection on values, emotions, and professional identity.</p><p><strong>Steps taken for development and implementation: </strong>The VIEW tool was developed as an interactive framework that allows users to map ethical dilemmas visually. It was implemented in three workshops with 31 participants, including junior and senior physicians and medical educators. Participants used the VIEW to analyze real-life ethical challenges. They created 31 visual maps that captured emotional responses, core values, and interpretations of dilemmas. We qualitatively analyzed these maps, alongside other observations and interviews, to identify key themes.</p><p><strong>Outcomes of innovation: </strong>Preliminary evaluations indicated that the VIEW tool effectively bridges theory and practice. It externalized thought processes, encouraging emotional awareness, and promoting value-based reasoning. Participants reported improved capacity to navigate complex dilemmas and deeper engagement with their professional identity.</p><p><strong>Critical reflection on the process: </strong>This visual tool integrates cognitive and emotional dimensions of ethical reasoning, addressing the limitations of traditional approaches. Its implementation highlights the importance of reflection in medical education and clinical practice. Further research is needed to explore the tool's broader applicability.</p>\",\"PeriodicalId\":48532,\"journal\":{\"name\":\"Perspectives on Medical Education\",\"volume\":\"14 1\",\"pages\":\"427-435\"},\"PeriodicalIF\":3.9000,\"publicationDate\":\"2025-07-24\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12292043/pdf/\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Perspectives on Medical Education\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://doi.org/10.5334/pme.1543\",\"RegionNum\":2,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2025/1/1 0:00:00\",\"PubModel\":\"eCollection\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION, SCIENTIFIC DISCIPLINES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Perspectives on Medical Education","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.5334/pme.1543","RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2025/1/1 0:00:00","PubModel":"eCollection","JCR":"Q1","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
引用次数: 0
摘要
背景和创新需求：医疗保健中的伦理困境通常涉及驾驭情感和价值负载的挑战。传统的教学方法，如基于原则的框架，强调理论，但不包含整合情感反思和价值优先排序的工具，在为医生准备现实世界的道德决策方面留下了空白。创新目标：我们推出了一种名为VIEW （visual Insight for Ethical Wisdom）的新型视觉工具，通过培养对价值观、情感和职业身份的反思来增强道德决策。为开发和实施所采取的步骤：VIEW工具被开发为一个交互式框架，允许用户可视化地绘制道德困境。它在三个讲习班上实施，有31名参加者，包括初级和高级医生以及医学教育工作者。参与者使用VIEW来分析现实生活中的道德挑战。他们制作了31张视觉地图，捕捉了情绪反应、核心价值观和对困境的解释。我们定性地分析了这些地图，以及其他观察和访谈，以确定关键主题。创新成果：初步评估表明，VIEW工具有效地连接了理论和实践。它将思维过程外化，鼓励情感意识，促进基于价值的推理。参与者报告说，他们应对复杂困境的能力有所提高，对自己的职业身份也有了更深的投入。对过程的批判性反思：这个视觉工具整合了道德推理的认知和情感维度，解决了传统方法的局限性。它的实施凸显了反思在医学教育和临床实践中的重要性。需要进一步的研究来探索该工具的更广泛的适用性。
'As You Set Out for Ithaca': VIEW- A Visual Tool for Teaching Ethical Decision Making in Medical Practice.
Background & need for innovation: Ethical dilemmas in healthcare often involve navigating emotional and value-laden challenges. Traditional teaching approaches, such as principle-based frameworks, highlight the theory but do not contain tools to integrate emotional reflection and value prioritization, leaving a gap in preparing physicians for real-world ethical decision making.
Goal of innovation: We introduce a novel visual tool named VIEW (Visual Insight for Ethical Wisdom) that enhances ethical decision making by fostering reflection on values, emotions, and professional identity.
Steps taken for development and implementation: The VIEW tool was developed as an interactive framework that allows users to map ethical dilemmas visually. It was implemented in three workshops with 31 participants, including junior and senior physicians and medical educators. Participants used the VIEW to analyze real-life ethical challenges. They created 31 visual maps that captured emotional responses, core values, and interpretations of dilemmas. We qualitatively analyzed these maps, alongside other observations and interviews, to identify key themes.
Outcomes of innovation: Preliminary evaluations indicated that the VIEW tool effectively bridges theory and practice. It externalized thought processes, encouraging emotional awareness, and promoting value-based reasoning. Participants reported improved capacity to navigate complex dilemmas and deeper engagement with their professional identity.
Critical reflection on the process: This visual tool integrates cognitive and emotional dimensions of ethical reasoning, addressing the limitations of traditional approaches. Its implementation highlights the importance of reflection in medical education and clinical practice. Further research is needed to explore the tool's broader applicability.
期刊介绍：
Perspectives on Medical Education mission is support and enrich collaborative scholarship between education researchers and clinical educators, and to advance new knowledge regarding clinical education practices.
Official journal of the The Netherlands Association of Medical Education (NVMO).
Perspectives on Medical Education is a non-profit Open Access journal with no charges for authors to submit or publish an article, and the full text of all articles is freely available immediately upon publication, thanks to the sponsorship of The Netherlands Association for Medical Education.
Perspectives on Medical Education is highly visible thanks to its unrestricted online access policy.
Perspectives on Medical Education positions itself at the dynamic intersection of educational research and clinical education. While other journals in the health professional education domain orient predominantly to education researchers or to clinical educators, Perspectives positions itself at the collaborative interface between these perspectives. This unique positioning reflects the journal’s mission to support and enrich collaborative scholarship between education researchers and clinical educators, and to advance new knowledge regarding clinical education practices. Reflecting this mission, the journal both welcomes original research papers arising from scholarly collaborations among clinicians, teachers and researchers and papers providing resources to develop the community’s ability to conduct such collaborative research. The journal’s audience includes researchers and practitioners: researchers who wish to explore challenging questions of health professions education and clinical teachers who wish to both advance their practice and envision for themselves a collaborative role in scholarly educational innovation. This audience of researchers, clinicians and educators is both international and interdisciplinary.
The journal has a long history. In 1982, the journal was founded by the Dutch Association for Medical Education, as a Dutch language journal (Netherlands Journal of Medical Education). As a Dutch journal it fuelled educational research and innovation in the Netherlands. It is one of the factors for the Dutch success in medical education. In 2012, it widened its scope, transforming into an international English language journal. The journal swiftly became international in all aspects: the readers, authors, reviewers and editorial board members.
The editorial board members represent the different parental disciplines in the field of medical education, e.g. clinicians, social scientists, biomedical scientists, statisticians and linguists. Several of them are leading scholars. Three of the editors are in the top ten of most cited authors in the medical education field. Two editors were awarded the Karolinska Institute Prize for Research. Presently, Erik Driessen leads the journal as Editor in Chief.
Perspectives on Medical Education is highly visible thanks to its unrestricted online access policy. It is sponsored by theThe Netherlands Association of Medical Education and offers free manuscript submission.
Perspectives on Medical Education positions itself at the dynamic intersection of educational research and clinical education. While other journals in the health professional education domain orient predominantly to education researchers or to clinical educators, Perspectives positions itself at the collaborative interface between these perspectives. This unique positioning reflects the journal’s mission to support and enrich collaborative scholarship between education researchers and clinical educators, and to advance new knowledge regarding clinical education practices. Reflecting this mission, the journal both welcomes original research papers arising from scholarly collaborations among clinicians, teachers and researchers and papers providing resources to develop the community’s ability to conduct such collaborative research. The journal’s audience includes researchers and practitioners: researchers who wish to explore challenging questions of health professions education and clinical teachers who wish to both advance their practice and envision for themselves a collaborative role in scholarly educational innovation. This audience of researchers, clinicians and educators is both international and interdisciplinary.
The journal has a long history. In 1982, the journal was founded by the Dutch Association for Medical Education, as a Dutch language journal (Netherlands Journal of Medical Education). As a Dutch journal it fuelled educational research and innovation in the Netherlands. It is one of the factors for the Dutch success in medical education. In 2012, it widened its scope, transforming into an international English language journal. The journal swiftly became international in all aspects: the readers, authors, reviewers and editorial board members.
The editorial board members represent the different parental disciplines in the field of medical education, e.g. clinicians, social scientists, biomedical scientists, statisticians and linguists. Several of them are leading scholars. Three of the editors are in the top ten of most cited authors in the medical education field. Two editors were awarded the Karolinska Institute Prize for Research. Presently, Erik Driessen leads the journal as Editor in Chief.
Perspectives on Medical Education is highly visible thanks to its unrestricted online access policy. It is sponsored by theThe Netherlands Association of Medical Education and offers free manuscript submission.
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号
