The coconstruction of an ethical learning framework by a learning team

Abstract

This article describes the experience of a work team and the process of developing a learning framework for professional ethics in healthcare. This framework is designed to help healthcare professionals to deal with complex clinical or research situations. Our interdisciplinary team developed a framework that identifies three interrelated learning objectives. These objectives are divided into key elements, considering the complexity of professional action and the autonomy of the learner. The framework also includes a progression in the development of these objectives. It serves as an essential tool to design and evaluate ethics-focused learning tailored to the pedagogical context and organization of various clinical and scientific programs. In the experience of its coconstruction, the team has seen the richness and challenges of operating in a posture that is both learning and ethical. Making clearer the team’s experience by combining these two perspectives will enable other teams to draw inspiration from it. This dialogical, iterative approach, nourished by the diversity of individual perspectives, has led to an evolution in ethics teaching knowledge. It supports innovation in training curricula based on this framework.