Implementation of an Online Ethics Course into a Pharmacy Curriculum

Abstract Background and purpose To evaluate students’ ethical reasoning skills after implementation of a series of online modules containing ethical content. Educational activity and setting A four-module online ethics series was created and embedded in the learning management system of a second-year pharmacy skills lab course. The Defining Issues Test Version 2 (DIT-2) was administered before and after completion of the ethics module series. Results of the DIT-2 were used to evaluate the impact of the modules on students’ ethical thinking ability. An optional written survey utilizing Likert-scale questions was administered at the end of the study to assess students’ perceptions of the course. Findings A total of 134 students were enrolled in this study. After removal of voluntary exclusions and unreliable data, 107 DIT-2 tests were evaluated. The study failed to demonstrate a statistically significant increase in pre- and posttest DIT-2 scores. Student scores were higher than other pharmacy students’ scores that were previously reported in the literature. Thirty-four (26.1%) students participated in the optional survey. The results demonstrated perceived value of the online ethics series, with students indicating improved understanding, confidence, and ability to consider other perspectives when dealing with medical ethical dilemmas. Summary Implementing an online ethics series into a pharmacy curriculum failed to produce statistically significant increases in ethical thinking ability as measured by the DIT-2. However, students indicated a benefit from participating in the course as evidenced by responses to a post-course survey.