A Study on the Educational Content of Ethics in the Paramedic Training Curriculum: Focusing on the Initial Offering of “Paramedical Ethics”

This study aimed to empirically evaluate the educational effectiveness and future challenges of a newly established course, “Paramedical Ethics”, for undergraduate students in the paramedic training curriculum, in response to the contemporary issues of the increasing sophistication and broadening scope of paramedics’ responsibilities. This course was structured to emphasize gradual, participatory learning, including the study of the fundamental principles of medical ethics, case studies of ethical issues specific to emergency and disaster medicine, group discussions, and role-playing. The results of a student survey conducted after the course completion showed a high level of self-evaluation across all achievement goals, particularly for decision-making support regarding ethical issues. Furthermore, the results of a dependent samples analysis of variance indicated no statistically significant difference in the level of achievement across the ten target items, suggesting that the course structure was homogeneous and effective for all learning content. Qualitative free-response comments confirmed both a frank recognition of ethical conflict and difficulty, such as, “It was very difficult to think about ethics, which has no single correct answer,” and a positive professional learning motivation, such as, “I thought this subject would be very useful in my future career”. It is considered that this recognition of “difficulty” is the result of students’ Ethical Sensitivity being awakened, and their experiencing the challenge of applying theory to practice, which involves complex interpersonal communication, rather than merely acquiring knowledge. These results allow for the evaluation that “Paramedical Ethics” was highly effective in improving students’ ethical literacy. Moving forward, the challenge will be to strengthen simulation education using complex dilemma cases that include time constraints and interprofessional collaboration, in order to overcome the “difficulty” felt by the students and elevate theory into practical ethical judgment. Establishing instructional methods that enhance self-efficacy in ethical practice as professionals, commensurate with the responsibilities of paramedics, is essential for the qualitative deepening of future ethics education.