Learning Experience of Ethics: Using Simulation-Based Inter-Professional Education

Abstract

Introduction: Teaching ethics in medical education is essential yet challenging, particularly with the emergence of technologies like electronic patient records, AI, and virtual reality. While research highlights its importance, there is ongoing debate about the most effective methods to teach and assess ethics in healthcare.

Objective: To explore learning experiences of undergraduate medical and nursing students in ethics, using simulation-based interprofessional education.

Methods: This phenomenological qualitative study, was conducted at Bahria University Health Sciences Campus over six months. Using purposive sampling, 24 healthcare students (20 medical, 4 nursing) participated. Ethical scenarios simulating real-life situations, such as end-of-life decisions and patient autonomy, were used in six interprofessional simulation sessions. Data was collected through participant observation and individual interviews, encouraging reflection on sessions. Colaizzi's method was applied for data analysis, exploring students' learning experiences and decision-making during simulations.

Results: Participants reflected on their learning experiences and decision-making during simulation sessions. Ethical reflection in these sessions was an effective teaching strategy. Students showed mixed responses to addressing unethical behavior by colleagues and had limited knowledge of informed consent, autonomy, and confidentiality.

Conclusion: Simulation-based interprofessional education enhances ethical decision-making and experiential learning, providing a foundation for transformational learning, as initial failures can lead to valuable future learning experiences. This study suggests that simulation-based interprofessional sessions are an effective strategy for teaching and assessing ethics.

 Keywords: Informed Consent, Interprofessional Education, Medical Education, Medical Ethics, Virtual Reality