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Self-Reflection and Clinical Simulations in Pharmacy Ethics Amy Haddad, Ph.D. Center for Health Policy and Ethics Abilities of Students in Ethics: 1. recognize ethical issues in a clinical context, 2. propose resolutions to identified problems, 3. use tools of ethics such as principles and theories, 4. justify proposed resolutions, 5. anticipate arguments to proposed resolutions, and 6. cope with uncertainty and emotional nature of ethical issues commonly encountered in clinical practice. Framing the Question • Focus of ethics course • Usefulness and limits of case analysis • What happens during clerkships; clinical rotations? • What happens after graduation? • Experience with SP interactions Framing the Question “What impact do standardized patient interactions have on student learning regarding resolving ethical problems?” Sequence of Learning Activities Summative Self-Reflection Group “Difficulty” Papers Video (Small group evaluation) Personal Reflections (immediate, computer data) Standardized Patient Encounter Secondary questions were also developed and are as follows: • Is there a relationship between critical thinking and the ability to analyze ethical problems? • Is there a relationship between moral development and the ability to resolve ethical problems in SP interactions? • Could SP interactions improve cognitive moral development scores? • Do interactions with SPs have an effect of ethical sensitivity? Secondary questions were also developed and are as follows: • Does critical self-reflection about interactions with SPs have an effect on ethical decision making? • Do interactions with SPs have an effect on selfefficacy in identifying and resolving ethical problems in clinical practice? • Do interactions with SPs have an effect on the quality of written work (ethical analysis) as demonstrated on exams, critical self-reflection, and other writing assignments. Introduced More Questions • What does it mean to be a professional? • What emphasis should be placed on mediation? Awareness of competing obligations? • Does this reinforce the ideas that the moral life is a series of problems to be resolved? • How do I frame questions to get at understanding? • How do I assist students in the process of selfreflection?