Russell DSOUZA¹
Dr. Princy Louis Palatty², Mary Mathew³ and Krishna Mohan Surapaneni⁴
1 International Chair/ UNESCO Chair in Bioethics
2 Amrita School of Medicine, Amrita Institute of Medical Sciences
3 Kasturba Medical College
4 Panimalar Medical College Hospital & Research Institute 

Medical ethics education is complex and requires a degree of moral reasoning. A strong foundation of bioethics principles is warranted. Imbibing the principles, applying them in real- time situations and deciding the best possible outcome weighs heavily upon the physician practising it. Teaching bioethics to undergraduates involves unfolding many layers of concepts through innovative teaching methods. It involves exploring various concepts of philosophy, ethics, and health law. Conventionally students' ethical learning was related to the role modelling of teaching faculty offering nonspecific learning that was considered to be the hidden curriculum. The evolving bioethics curriculum attempts to remodel teaching-learning methodologies. All educational courses rely on an effective and reliable mode of assessment. Thus, the rational solution to overcome this challenge is a multimodal assessment approach with documentation over the continuum. Assessment of bioethics competencies in students has challenged the affective domain. The crux of the problem lies in assessing the internalization of ethical principles related to the affective domain. For medical students who took part in the bioethics education curriculum, a designed logbook was used as an instrument for formative assessments of bioethics competencies achieved from the bioethics education in the continuum. A study was implemented to evaluate the reliability of this instrument in assessing bioethics competencies in medical students who took part in the bioethics curriculum of the medical education program. One hundred fifty students from first- and second-year batches and 100 from third- and fourth-year batches were included for interim evaluation. The evaluation of the logbook as an effective assessment tool was evaluated for validity, reliability, feasibility, and reproducibility. The use of Miller’s pyramid of the levels of attitudinal changes and Krathwohl’s affective domain of learning were used for the evaluation. 

References (maximum three) 

Schüttpelz-Brauns K, Narciss E, Schneyinck C, Böhme K, Brüstle P, Mau-Holzmann U, Lammerding-Koeppel M, Obertacke U. Twelve tips for successfully implementing logbooks in clinical training. Med Teach. 2016 Jun;38(6):564-9. doi: 10.3109/0142159X.2015.1132830. Epub 2016 Feb 3. PMID: 26841068; PMCID: PMC4926785. 

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