Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.646972
Title: From the classroom to the clinic : ethics education and general practice
Author: Papanikitas, Andrew
ISNI:       0000 0004 5364 1629
Awarding Body: King's College London (University of London)
Current Institution: King's College London (University of London)
Date of Award: 2014
Availability of Full Text:
Access from EThOS:
Access from Institution:
Abstract:
This thesis is a qualitative study of ethics education as experienced by general practitioners in mainland Britain. It draws upon interviews and documents as well as observations and reflections from encounters in the field. Ethics is conceived of as a kind of knowledge and ethics education is seen as involving translational processes shaped by various social forces and tensions. The data analysis is organised according to three concepts outlined by Bernstein: curriculum, pedagogy and evaluation. These broadly map to academia, education and practice,and the purposive sample reflects participants with involvements in these three domains. Ethnographic, phenomenological, and grounded theories are key influences on the method for selecting and organising the empirical data. The findings chapters look at the determination and production of the broad curriculum (chapter 4); the ‘transmission’, or the delivery and reception of, the curriculum (chapter 5); the assessment of ethics education (chapter 6); the ways in which ethical issues are identified and negotiated in practice (chapter 7); and key substantive issues that arise in practice – confidentiality, abortion, payment for performance and resource allocation – which enables an exploration of the negotiation of ethical issues in practice (chapters 8 and 9). The concluding chapter pulls the threads together. Societal forces and tensions are present when curricula are conceived, when knowledge and skills are taught and when GPs attempt to integrate learning into their daily practice. Having understood these forces and tensions better we can conceive better of how to make improvements to ethics education and assessment. The overall aim is to improve the reflexivity of ethics education. Many of ethical shortcomings of doctors have historically been linked to hidden curricula, features of practice and the practice environment that have been unseen or ignored by teachers or learners. Knowing more about these features and about the translational processes, that shape the experiences and enactments of GP ethics, provides the potential ability to adjust for their influence.
Supervisor: Cribb, Alan; Gewirtz, Sharon Josie Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.646972  DOI: Not available
Share: