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• W102985890 abstract "The purpose of this article is to discuss and evaluate the educational theory that supports the use of narratives and stories in teaching an applied ethics course. The article explores specific areas of applications of to an applied ethics course in a physical therapist professional preparation program. Four instructional content areas contained in the course are presented: (1) personal values and ethical foundations, (2) ethical theories, (3) ethical decision making, and (4) professional roles, values, and issues. In each of these areas, the use of and the rationale for its use are discussed. Results of a course evaluation are presented in which students give their perception of the usefulness of the course in achieving the 5 primary objectives of the course. The objectives are that the course is: (1) useful in defining personal ethical beliefs, (2) useful in determining a personal ethical decision-making strategy, (3) useful in understanding various ethical theories and approaches to medical ethics, (4) useful in understanding the ethical issues facing physical therapists, (5) and a valuable way to facilitate critical thinking/reflection about ethical issues. The evaluation also included of an open-ended question in which the students were asked to give their impressions of the use of the various forms of narrative. The evaluation instrument was administered to 2 classes of students (89 students). Results indicated that the students were in general agreement with each of the statements regarding the usefulness of the course. The range of agreement was between 70% and 85.5% for the individual statements. In the second section of the survey, which consisted of an open-ended question, positive statements outnumbered their negative responses by a 14:1 ratio, this feedback indicated that students who had completed the course found it to be beneficial in addressing the general goals of the course and that narratives and stories were an effective way to learn about ethical theory and its application to professional behavior. Key Words: Applied ethics, Ethics, Moral education, Narrative, Physical therapy. INTRODUCTION TO NARRATIVE Let me tell you a is the beginning line of many of the moral lessons of our youth. The strength of that simple phrase compels us to listen. We may be fully engaged in an active conversation when, upon hearing the words I have a great story to tell you, our attention is drawn to the story line developing nearby. If the story is a good one, then we are hopelessly distracted and strain to hear it better. There is something about stories that engage and influence us in a very powerful way. Numerous authors highlight the unique effect of stories. In the prologue to the book, Stories Lives Tell: Narrative and Dialog in Education, Noddings and Witherell state that narrative and stories provide meaning and belonging in our lives. 1(pl) The telling of stories provides the opportunity to share in the lessons and the experiences of others. Coles, in The Call of Stories: Teaching and Moral Imagination,2 discusses the power of in understanding the needs and actions of others as well as defining and shaping our own actions. The stories we hear from others become a part of our lives and have a major influence in shaping the way we view the world and how we act. They broaden and enrich our lives by introducing new experiences. Rosenstand, in The Moral of the Story: An Introduction to Questions of Ethics and Human Nature,3 presents the view that the most powerful lessons that we receive are not from the consequences of our actions as children, but from the stories we have heard or have read. Some of those stories are universal stories that have been recounted generation after generation, and some are the unique story of a grandparent or a friend. Each story carries an emotional power that facilitates our understanding of the world. The source of that power is a point of much discussion by educational theorists. …" @default.
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• W102985890 title "The Use of Narrative in an Applied Ethics Course for Physical Therapist Students" @default.
• W102985890 doi "https://doi.org/10.1097/00001416-200107000-00009" @default.
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