TITLE:
Above All, Do No Harm: Educating the Ethical Practitioner Using Research Pedagogy in an Osteopathic Master’s Course
AUTHORS:
Sandra Grace, Gopi McLeod, Paul Orrock, William E. Boyd, Raymond Blaich, Julie Streckfuss
KEYWORDS:
Work-Integrated Learning, Research Ethics, Critical Reflective Practice, Osteopathy
JOURNAL NAME:
Creative Education,
Vol.5 No.14,
August
20,
2014
ABSTRACT: Post-graduate
students of osteopathic medicine are required to engage in research-based work-integrated learning as educational preparation for clinical practice. This
requires students to develop research projects related to clinical practice,
and engage the principles and practice of the University’s Human Research
Ethics Committee protocols. However, students who enrol in osteopathic courses
may not appreciate or engage with research projects. The aim of this paper was
to undertake an initial evaluation of pedagogical processes that attempt to
bridge the gap between students’ research projects and clinical practice.
Responses (n = 34) from an online student survey were analysed using
descriptive statistics. Open ended-survey responses, transcriptions from two
focus groups and written reflections from academics supervising student-led
research projects were thematically analysed. Results suggested that
research-based projects were a useful pedagogical tool for students’ learning
about ethical clinical practice. We recommend 1) making the connection between
ethical behaviour in research and in clinical practice explicit from the outset;
2) conducting clinically relevant projects; and 3) providing opportunities for
students to reflect on their experiences as researchers.