Ethics and professionalism education during neonatal–perinatal fellowship training in the United States

Objective: The objectives of this study were to determine the perceived adequacy of ethics and professionalism education for neonatal–perinatal fellows in the United States, and to measure confidence of fellows and recent graduates when navigating ethical issues. Study Design: Neonatal–Perinatal Fel...

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Bibliographic Details
Published in:Journal of perinatology 2015-10, Vol.35 (10), p.875-879
Main Authors: Cummings, C L, Geis, G M, Kesselheim, J C, Sayeed, S
Format: Article
Language:English
Subjects:
692/700/1720
692/700/3935
706/648/179
Adequacy
Curricula
Curriculum - standards
Directors
Education
Education, Medical, Graduate
Ethical aspects
Ethics
Evaluation
Fellowships and Scholarships - standards
Female
Graduates
Humans
Infant care
Male
Medical ethics
Medical personnel training
Medicine
Medicine & Public Health
Neonates
Newborn babies
original-article
Pediatric Surgery
Pediatrics
Pediatrics - education
Pediatrics - ethics
Professionalism - education
Scholarships & fellowships
Surveys and Questionnaires
Teaching methods
Training
United States
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Summary:Objective: The objectives of this study were to determine the perceived adequacy of ethics and professionalism education for neonatal–perinatal fellows in the United States, and to measure confidence of fellows and recent graduates when navigating ethical issues. Study Design: Neonatal–Perinatal Fellowship Directors, fellows and recent graduates were surveyed regarding the quality and type of such education during training, and perceived confidence of fellows/graduates in confronting ethical dilemmas. Result: Forty-six of 97 Directors (47%) and 82 of 444 fellows/graduates (18%) completed the surveys. Over 97% of respondents agreed that ethics training is ‘important/very important’. Only 63% of Directors and 37% of fellows/graduates rated ethics education as ‘excellent/very good’ ( P =0.004). While 96% of Directors reported teaching of ethics, only 70% of fellows/graduates reported such teaching ( P
ISSN:0743-8346
1476-5543
DOI:10.1038/jp.2015.70