Abstract
Engaging in the scholarship of teaching and learning (SoTL) in the classroom is an important professional role and responsibility for physical therapist educators. In physical therapist education, there is an increased emphasis on the moral and ethical development of students, yet we know little about which learning tools work best. The purpose of this study was to implement the use of deconstructed cases in the teaching of ethics and to assess student learning. Thirty-eight DPT students who participated in an ethics course and 6 faculty members who served as moderators for small groups during the course were included. Data sources included the following: (1) written ethics committee case summary reports; (2) written individual student reflections of 6 students on the case process; (3) written committee co-chair reflections on their group's experience and their perceived quality of resolution; and (4) student and faculty focus groups. Four themes emerged from the use of deconstructed cases: (1) There was evidence of students' overall increased awareness and knowledge of ethics; (2) Small-group dynamics influenced the depth and quality of case analysis and the ability of the group to choose a consensus-based resolution; (3) Students demonstrated an increase in self-confidence and autonomy in their ability to analyze the case; and (4) Uncertainty was a condition present throughout case discussions; however, students realized that uncertainty is inherent in many ethical cases. This case report provides an example of an innovative teaching tool, deconstructed ethics case process, as well as evidence of student learning in the implementation of the tool. Assessment of student learning demonstrated that students used a process of deliberation and reflection in addressing uncertain conditions. Engaging students in learning situations where they must exercise judgment under uncertain conditions is an important teaching strategy for the developing professional.