Ethics Cases: Do they Elicit Different Levels of Ethical Reasoning?

摘要

Findings that students, new graduates and experienced health professionals provided qualitatively different responses to ethics case scenarios indicate that they may elicit a continuum from novice to expert ethical reasoning skills. The concept of a continuum in ethical reasoning is consistent with participants' focus upon simpler problems and solutions as novice professionals and engagement with complex ethical issues as they acquired professional experience. A continuum concept reflects potential for individual growth and expert development in ethical reasoning and is consistent with a need for continuing professional development in ethics. Ethics scenarios may provide a sensitive measure of ethical reasoning and an effective tool for learning and teaching that may help bridge the gaps between theoretical and real life ethical issues in the health professions.