Ethics teaching in rehabilitation: results of a pan-Canadian workshop with occupational and physical therapy educators
Article [Accepted Manuscript]
Is part ofDisability and Rehabilitation ; vol. 38, no 22
- Université de Montréal. Faculté de médecine. École de réadaptation
Purpose: Ethical practice is an essential competency for occupational and physical therapists. However, rehabilitation educators have few points of reference for choosing appropriate pedagogical and evaluation methods related to ethics. The objectives of this study were to: 1) identify priority content to cover in ethics teaching in occupational therapy (OT) and physical therapy (PT) programs and 2) explore useful and innovative teaching and evaluation methods. Method: Data for this qualitative descriptive study were collected during a one-day knowledge exchange workshop focused on ethics teaching in rehabilitation. Results: Twenty-three educators from 11 OT and 11 PT Canadian programs participated in the workshop. They highlighted the importance of teaching foundational theoretical/philosophical approaches and grounding this teaching in concrete examples drawn from rehabilitation practice. A wide range of teaching methods was identified, such as videos, blogs, game-based simulations and role-play. For evaluation, participants used written assignments, exams, objective structured clinical examinations and reflective journals. The inclusion of opportunities for student self-evaluation was viewed as important. Conclusion: The CREW day provided ethics educators the opportunity to share knowledge and begin creating an on-line community of practice. This space for dialogue could be expanded to international rehabilitation ethics educators, to facilitate a broader network for sharing of tacit and experiential knowledge.
Hudon, A., Perreault, K., Laliberté, M., Desrochers, P., Williams-Jones, B., Ehrmann Feldman, D., Hunt M., Durocher E., Mazer, B. (2016). Ethics teaching in rehabilitation: results of a pan-Canadian workshop with occupational and physical therapy educators. Disability and Rehabilitation, 38(22), 2244-2254. doi: 10.3109/09638288.2015.1123308