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Medical science educator
Jun, 2024;34 (3): 653-659.

Integrating the Teaching and Assessment of Moral Reasoning into Undergraduate Medical Education to Advance Health Equity.

Nisha Chachad, Arkene Levy, Katlynn Kenon, Rachel Nash, Stefanie Carter, Maria Padilla, Jocelyn Mitchell-Williams, Vijay Rajput
Author Information
  1. Nisha Chachad: Kiran C. Patel College of Allopathic Medicine (NSU MD), Nova Southeastern University, Fort Lauderdale, FL USA. ORCID
  2. Arkene Levy: Kiran C. Patel College of Allopathic Medicine (NSU MD), Nova Southeastern University, Fort Lauderdale, FL USA.
  3. Katlynn Kenon: Kiran C. Patel College of Allopathic Medicine (NSU MD), Nova Southeastern University, Fort Lauderdale, FL USA.
  4. Rachel Nash: Cooper Medical School of Rowan University, Camden, NJ USA.
  5. Stefanie Carter: Kiran C. Patel College of Allopathic Medicine (NSU MD), Nova Southeastern University, Fort Lauderdale, FL USA.
  6. Maria Padilla: Kiran C. Patel College of Allopathic Medicine (NSU MD), Nova Southeastern University, Fort Lauderdale, FL USA.
  7. Jocelyn Mitchell-Williams: Cooper Medical School of Rowan University, Camden, NJ USA.
  8. Vijay Rajput: Kiran C. Patel College of Allopathic Medicine (NSU MD), Nova Southeastern University, Fort Lauderdale, FL USA.
PMID: 38887408 DOI: 10.1007/s40670-024-02019-7

Abstract

Moral reasoning skills among medical students have regressed despite the implementation of ethics teachings in medical education curricula. This inability to retain moral reasoning capability is attributed to difficulty transitioning to the principled thinking stage of moral reasoning as well as worsening of ethical decision-making skills during clerkship education due to the "hidden curriculum." Prior studies have examined the efficacy of individual strategies for moral education, but there is insufficient analysis comparing multiple educational interventions and moral reasoning assessment tools. The role and impact of these instruments in medical curricula for the advancement of health equity is reviewed.

Keywords

Health equity Moral reasoning Undergraduate medical education

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Journal Article

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