6JG7UGQH(GCVWTG(KNOHQT6GCEJKPI7PFGTITCFWCVG$KQGVJKEU%QWTUG (QTOCVCPF#UUGUUOGPVVJTQWIJ5VWFGPV0CTTCVKXGU ȱ H.ȱRussellȱSearight,ȱPhDȱ ProfessorȱofȱPsychologyȱ LakeȱSuperiorȱStateȱUniversityȱ ȱ AlyssaȱBurnash,ȱMollyȱCampbell,ȱMeganȱChmielewski,ȱMorganȱEdmonds,ȱHeatherȱ Gregg,ȱLyndseyȱRenȱJohnson,ȱEllieȱLytle,ȱKatelynȱMills,ȱNatalieȱNowak,ȱCamdynȱ Odykirk,ȱKaycieȱRachels,ȱMikaylaȱSchrotenboer,ȱSierraȱStrutz,ȱTeresaȱVanDyke,ȱ SydneyȱZuke,ȱandȱMichaelȱZurekȱ LakeȱSuperiorȱStateȱUniversityȱ ȱ Note.ȱTheȱmultipleȱauthorshipȱofȱthisȱpaperȱreflectsȱaȱpartnershipȱbetweenȱstudentsȱ andȱfacultyȱinȱassessingȱandȱdescribingȱtheȱimpactȱofȱtheȱcourse,ȱ“MedicalȱEthicsȱandȱ Film.”ȱ Students’ȱ insights,ȱ reflections,ȱ andȱ examinationȱ ofȱ courseȱ contentȱ fromȱ theirȱ respectiveȱvalueȱsystemsȱandȱlifeȱcontextȱenrichedȱtheȱlearningȱexperienceȱandȱprovideȱ valuableȱguidanceȱforȱfutureȱversionsȱofȱtheȱcourseȱ(CookȬSatherȱetȱal.,ȱ2014).ȱ ȱ #DUVTCEVȱFilmȱisȱaȱformȱofȱengagingȱnarrativeȱbeingȱemployedȱwithȱgreaterȱfrequencyȱ inȱundergraduateȱandȱgraduateȱeducation.ȱToȱoptimizeȱtheirȱpedagogicalȱimpact,ȱitȱisȱ importantȱtoȱcarefullyȱselectȱfilmsȱthatȱaddressȱcoreȱcourseȱobjectives.ȱȱAdditionally,ȱ viewingȱshouldȱbeȱstructuredȱwithȱwrittenȱguidelinesȱtoȱdirectȱtheȱaudienceȱtoȱconsiderȱ theȱrelevantȱdimensionsȱassociatedȱwithȱtheȱinstructionalȱgoalsȱofȱtheȱfilm.ȱȱAȱcourse,ȱ “MedicalȱEthicsȱandȱFilm”ȱisȱdescribedȱtoȱillustrateȱcinemeducation.ȱInȱorderȱtoȱassessȱ theȱimpactȱofȱthisȱrecentlyȱdevelopedȱcourse,ȱstudentsȱkeptȱongoingȱdiariesȱinȱwhichȱ theyȱregularlyȱwroteȱaboutȱtheirȱreactionsȱtoȱeachȱfilm.ȱAnalysisȱofȱtheȱdiariesȱrevealedȱ thatȱstudentsȱroutinelyȱaddressedȱ theȱ moralȱ dilemmasȱ portrayedȱ andȱ oftenȱ appliedȱ specificȱ ethicalȱ theories.ȱ Whileȱ ethicalȱ theoryȱ isȱ typicallyȱ presentedȱ asȱ aȱ seriesȱ ofȱ cognitiveȱ frameworks,ȱ studentsȱ oftenȱ expressedȱ strongȱ emotionalȱ reactionsȱ andȱ frequentlyȱlinkedȱtheȱdilemmasȱportrayedȱtoȱtheirȱownȱlife.ȱ ȱȱȱ ȱ Pedagogicalȱ strategiesȱ toȱ promoteȱ activeȱ learningȱ areȱ increasinglyȱ recommendedȱ forȱ humanitiesȱ coursesȱ (Blascoȱ etȱ al.,ȱ 2018).ȱ Whileȱ definitionsȱ vary,ȱ activeȱlearningȱisȱanȱapproachȱinȱwhichȱtraditionalȱlecturesȱareȱreplacedȱwithȱquestionsȱ orȱproblemsȱthatȱstudentsȱreflectȱuponȱandȱforȱwhichȱtheyȱdevelopȱpossibleȱsolutionsȱ orȱ directionsȱ forȱ furtherȱ clarificationȱ (Andrewsȱ etȱ al.,ȱ 2016).ȱ Importantly,ȱ problemȬ focusedȱandȱcaseȬbasedȱactivities,ȱwhileȱdeemphasizingȱmemorizationȱofȱcontent,ȱmayȱ promoteȱ criticalȱ thinkingȱ skillsȱ (Smith,ȱ 2016).ȱȱWhileȱ thereȱ isȱ growingȱ emphasisȱ onȱ teachingȱcollegeȱstudentsȱhowȱtoȱthinkȱratherȱthanȱwhatȱtoȱthink,ȱtheȱpastȱ20ȱyearsȱhaveȱ alsoȱwitnessedȱaȱmandateȱforȱassessmentȱandȱdocumentationȱofȱeducationalȱoutcome.ȱȱ Whileȱcontentȱknowledgeȱcanȱbeȱassessedȱwithȱtraditionalȱcourseȱexaminationsȱandȱ writingȱassignments,ȱtheȱdevelopmentȱofȱcriticalȱthinkingȱabilitiesȱincludingȱdialecticalȱ reasoningȱandȱrelativisticȱthoughtȱareȱmoreȱchallengingȱtoȱevaluate.ȱParticularlyȱwhenȱ learningȱoutcomesȱincludeȱlessȱobjectiveȱgoalsȱsuchȱasȱincreasedȱselfȬawarenessȱasȱwellȱ

InSight:ȱAȱJournalȱofȱScholarlyȱTeachingȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱ ȱ ȱ33ȱ asȱtheȱabilityȱtoȱsimultaneouslyȱanalyzeȱaȱdilemmaȱfromȱmultipleȱvalueȱperspectives,ȱ qualitativeȱassessmentȱmayȱbeȱmoreȱappropriate.ȱȱ Theȱ currentȱ paperȱ hasȱ severalȱ purposes.ȱ First,ȱ theȱ useȱ ofȱ featureȱ filmȱ asȱ aȱ vehicleȱ forȱ teachingȱ topicsȱ inȱ theȱ humanities—specificallyȱ biomedicalȱ ethicsȬȬȱ isȱ explored.ȱSecond,ȱweȱprovideȱaȱdescriptiveȱoutlineȱofȱaȱcourseȱformatȱforȱaȱclassȱwithȱ featureȱfilmȱasȱtheȱfoundation.ȱFinally,ȱtheȱpaperȱdepictsȱtheȱuseȱofȱstudentȱdiariesȱasȱaȱ meansȱofȱdeterminingȱtheȱimpactȱofȱaȱnew,ȱnonȬtraditionalȱcourse.ȱ ȱ (GCVWTG(KNOHQT6GCEJKPI$KQGVJKEU ȱ Proponentsȱ ofȱ narrativeȱ inȱ higherȱ educationȱ assertȱ thatȱ stories—depictedȱ throughȱ multipleȱ mediaȬȬenhanceȱ retentionȱ ofȱ coreȱ conceptȱ andȱ alsoȱ facilitateȱ theirȱ applicationȱ toȱ “realȱ worldȱ “dilemmasȱ (Mcquigganȱ etȱ al.,ȱ 2008;ȱ Mottetȱ etȱ al.,ȱ 1999).ȱ Teachingȱ ethicsȱ throughȱ narrativesȱ providesȱ aȱ levelȱ ofȱ realismȱ whichȱ mayȱ enhanceȱ applicationȱofȱabstractȱphilosophicalȱconceptsȱtoȱhumanȱdilemmas.ȱAȱcarefullyȱselectedȱ filmȱ canȱ illustrateȱ howȱ bioethicalȱ dilemmasȱ areȱ complex,ȱ oftenȱ ambiguous,ȱ andȱ Teachingȱ ethicsȱ throughȱ narrativesȱ addressedȱ withȱ decisionsȱ thatȱ mayȱ beȱ providesȱ aȱ levelȱ ofȱ realismȱ whichȱ relativisticȱ ratherȱ thanȱ “rightȱ orȱ wrong”ȱ mayȱenhanceȱapplicationȱofȱabstractȱ (Blascoȱ etȱ al.,ȱ 2018).ȱ Ethicsȱ educationȱ isȱ philosophicalȱ conceptsȱ toȱ humanȱ typicallyȱ cognitivelyȬfocusedȱ withȱ emotionȱ dilemmas.ȱ andȱ intuitionȱ seenȱ asȱ impedimentsȱ toȱ applicationȱ ofȱ rationalȱ principles,ȱ rules,ȱ andȱ guidelinesȱ(Blascoȱetȱal.,ȱ2018).ȱHowever,ȱwhenȱconfrontedȱwithȱethicalȱdilemmasȱinȱ one’sȱ personalȱ orȱ professionalȱ lives,ȱ strongȱ emotionȱ isȱ oftenȱ elicited.ȱ Thisȱ affectiveȱ experience,ȱ may,ȱ atȱ leastȱ temporarily,ȱ obscure,ȱ logicalȱ analysisȱ andȱ applicationȱ ofȱ cognitiveȱprinciplesȱ(Blascoȱetȱal.,ȱ2018).ȱFilmȱbyȱitsȱveryȱnatureȱisȱlikelyȱtoȱstimulateȱ theseȱaffectiveȱreactions.ȱHowever,ȱparticularlyȱinȱareasȱsuchȱasȱethics,ȱwhileȱlearners’ȱ emotionalȱ reactionsȱ mayȱ temporarilyȱ reduceȱ objectivity,ȱ affectiveȱ engagementȱ mayȱ alsoȱenhanceȱselfȬawarenessȱandȱempathyȱforȱothersȱ(Lawȱetȱal.,ȱ2015).ȱȱWhileȱthereȱareȱ accountsȱofȱusingȱfilmȱasȱoneȱofȱ multipleȱ teachingȱ strategiesȱ forȱcoursesȱinȱ medicalȱ ethics,ȱtheȱcurrentȱcourseȱfeaturedȱfilmȱasȱtheȱprimaryȱmediumȱofȱinstructionȱ(Searightȱ &ȱAllmayer,ȱ2014).ȱMostȱexistingȱaccountsȱofȱteachingȱbioethicsȱthroughȱfilmȱdescribeȱ theȱaudienceȱasȱstudentsȱinȱprofessionalȱprogramsȱsuchȱasȱmedicineȱ(Banosȱ&ȱBosch,ȱ 2015;ȱ Silverman,ȱ 1999),ȱ dentistryȱ (BrettȬMacLeanȱ etȱ al.,ȱ 2010),ȱ orȱ nursingȱ (AleksandrovaȬYankulovska,ȱ2016).ȱWhileȱthereȱareȱaȱfewȱaccountsȱofȱusingȱfilmȱclipsȱ toȱteachȱspecificȱethicalȱconceptsȱwithȱundergraduatesȱ(YapȬFigueras,ȱ2013)ȱtheȱpostȬ graduateȱandȱprofessionalȱschoolȱaudienceȱisȱgivenȱgreaterȱattentionȱinȱtheȱbioethicsȱ literature.ȱȱ Theȱ subjectiveȱ impactȱ ofȱ aȱ collegeȱ classȱ onȱ students’ȱ knowledge,ȱ criticalȱ thinking,ȱandȱethicalȱdevelopmentȱisȱdifficultȱtoȱassessȱwithȱtraditionalȱquantitativeȱ ratingsȱorȱsummative,ȱendȬofȬsemesterȱwrittenȱcomments.ȱToȱobtainȱaȱdeeperȱpictureȱ ofȱtheȱimpactȱofȱ“MedicalȱEthicsȱandȱFilm”ȱonȱstudents’ȱcognitiveȬemotionalȱexperienceȱ asȱ wellȱ asȱ theirȱ criticalȱ thinkingȱ processes,ȱ studentsȱ keptȱ aȱ diaryȱ throughoutȱ theȱ semester.ȱTheseȱpersonalȱjournalsȱwereȱintendedȱtoȱbeȱaȱvenueȱforȱstudentsȱtoȱshareȱ theirȱreactionsȱandȱethicalȱcommentaryȱforȱeachȱfilm.ȱ ȱ

34 Volumeȱ15 ȣȱ 2020ȱ %QWTUG(QTOCV ȱ “MedicalȱEthicsȱandȱFilm”ȱisȱanȱelectiveȱcourseȱofferedȱthroughȱtheȱHonorsȱ programsȱatȱaȱsmallȱpublicȱundergraduateȱuniversityȱinȱtheȱMidwesternȱUnitedȱStates.ȱ TheȱHonorsȱprogramȱemphasizesȱinterdisciplinaryȱcoursesȱwhich,ȱwithȱpermissionȱofȱ theȱ Honors’ȱ directorȱ orȱ theȱ courseȱ instructor,ȱ areȱ availableȱ toȱ allȱ studentsȱ inȱ theȱ University.ȱȱ Theȱ courseȱ formatȱ hasȱ beenȱ describedȱ inȱ detail,ȱ elsewhereȱ (Searightȱ &ȱ Allmayer,ȱ2014).ȱTheȱinitialȱtwoȱweeklyȱmeetingsȱbeganȱwithȱanȱoverviewȱofȱethicalȱ theoriesȱoftenȱappliedȱtoȱbiomedicineȱ(seeȱAppendixȱA).ȱInȱsubsequentȱmeetingsȱpriorȱ toȱviewingȱtheȱfilm,ȱtheseȱmodelsȱwereȱoftenȱelaboratedȱuponȱwithȱillustrativeȱcases.ȱInȱ addition,ȱtheȱinstructorȱmayȱpresentȱhistoricalȱinformationȱthatȱhelpsȱstudentsȱbetterȱ understandȱtheȱfilm.ȱForȱexample,ȱinȱviewingȱtheȱfilm,ȱMissȱEvers’ȱBoys,ȱsomeȱofȱtheȱ studentsȱwereȱnotȱfamiliarȱwithȱtheȱTuskegeeȱSyphilisȱStudyȱorȱitsȱbroaderȱimplicationsȱ forȱ AfricanȬAmericanȱ healthcare.ȱ Whileȱ manyȱ studentsȱ hadȱ heardȱ ofȱ Dr.ȱ Jackȱ Kevorkian,ȱ(YouȱDon’tȱKnowȱJack),ȱearlyȱ“rightȱtoȱdie”ȱlegalȱcasesȱsuchȱasȱthatȱofȱKarenȱ QuinlanȱandȱCruzanȱvs.ȱMissouriȱ(1990)ȱandȱwereȱnotȱfamiliarȱtoȱmanyȱstudents.ȱSomeȱ studentsȱwereȱalsoȱnotȱawareȱofȱsomeȱofȱtheȱdetailsȱofȱtheȱmoreȱrecentȱTerriȱSchiavoȱ caseȱ (Pence,ȱ 2016).ȱ Aȱ listȱ ofȱ theȱ filmsȱ andȱ theȱ ethicalȱ issuesȱ whichȱ theyȱ addressȱ isȱ presentedȱinȱAppendixȱB.ȱ InȱlieuȱofȱaȱlectureȬdiscussion,ȱtwoȱofȱtheȱfilmsȱwereȱprecededȱbyȱanȱinteractiveȱ classȱexercise.ȱTheȱclassȱreȬenactedȱaȱclassicȱcaseȱinȱmedicalȱethicsȱfromȱ1962ȱwhenȱtheȱ firstȱoutpatientȱkidneyȱdialysisȱ clinicȱ inȱtheȱcountryȱ openedȱ inȱSeattle,ȱ Washington.ȱ Withȱavailableȱtechnologyȱandȱresourcesȱforȱonlyȱthreeȱpatientsȱatȱaȱtimeȱandȱatȱleastȱ 50ȱapplicantsȱforȱtreatment,ȱaȱcommitteeȱofȱdiverseȱcommunityȱmembersȱandȱmedicalȱ professionalsȱwasȱformedȱtoȱdecideȱwhoȱshouldȱreceiveȱdialysis.ȱBasedȱonȱaȱfeatureȱ storyȱinȱLifeȱmagazine,ȱtheȱgroupȱcameȱtoȱbeȱknownȱasȱtheȱ“GodȱCommittee,”ȱwhichȱ evaluatedȱ eachȱ applicantȱ alongȱ variousȱ dimensionsȱ suchȱ asȱ earningsȱ andȱ religiousȱ affiliationȱ toȱ determineȱ whoȱ shouldȱ receiveȱ dialysisȱ (Jonsen,ȱ 2007).ȱ Afterȱ aȱ briefȱ explanationȱofȱtheȱdilemma,ȱtheȱclassȱdividedȱintoȱtwoȱgroups,ȱandȱeachȱgroupȱenactedȱ theȱ “Godȱ Committee’sȱ decisionȬmakingȱ basedȱ onȱ patientȱ backgroundȱ information.ȱ Studentsȱrandomlyȱselectedȱoneȱofȱtheȱrolesȱfromȱtheȱcommitteeȱ(housewife,ȱclergy,ȱ businessman,ȱetc.)ȱandȱreceivedȱspecificȱinformationȱaboutȱtheȱcharacteristicsȱofȱeachȱ personȱseekingȱdialysis.ȱTheseȱindividualsȱwereȱthenȱrankȱorderedȱthemȱaccordingȱtoȱ theirȱrelativeȱ“worth”ȱ(Jonsen,ȱ2007).ȱPriorȱtoȱwatchingȱtheȱfilmȱContagion,ȱdepictingȱanȱ epidemicȱofȱinfectiousȱdisease,ȱstudentsȱ wereȱ providedȱ withȱ sampleȱcasesȱinȱ whichȱ quarantineȱ mightȱ beȱ appropriateȱ andȱ wereȱ askedȱ toȱ determineȱ whoȱ shouldȱ beȱ quarantinedȱ andȱ theȱ accompanyingȱ impactȱ onȱ theseȱ individualsȱ (Nationalȱ CollaboratingȱCentreȱforȱHealthyȱPublicȱPolicy,ȱ2010).ȱ Priorȱtoȱwatchingȱeachȱfilm,ȱstudentsȱreceivedȱaȱsetȱofȱquestionsȱtoȱconsiderȱ (seeȱAppendixȱBȱforȱexamples).ȱTheȱpurposeȱofȱtheȱquestionsȱwasȱtoȱdirectȱstudentsȱtoȱ theȱspecificȱethicalȱdilemmasȱarisingȱinȱtheȱfilm.ȱȱSeveralȱsourcesȱ(Banosȱ&ȱBosch,ȱ2015;ȱ Bluestone,ȱ 2000)ȱ emphasizeȱ theȱ educationalȱ valueȱ ofȱ providingȱ someȱ structureȱ asȱ aȱ contextȱ forȱ viewingȱ theȱ film.ȱ Banosȱ andȱ Boschȱ (2015)ȱ noteȱ thatȱ manyȱ filmsȱ haveȱ complicatedȱplotsȱandȱsubplots,ȱwhichȱmayȱdistractȱstudentsȱawayȱfromȱtheȱkeyȱethicalȱ issuesȱ toȱ beȱ considered.ȱ Theyȱ noteȱ thatȱ theȱ filmȱ Awakenings,ȱ usedȱ inȱ ourȱ course,ȱ

InSight:ȱAȱJournalȱofȱScholarlyȱTeachingȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱ ȱ ȱ35ȱ depictingȱ Oliverȱ Sacks’ȱ studyȱ ofȱ treatingȱ patientsȱ withȱ encephalitisȱ (“sleepingȱ sickness”)ȱhasȱmultipleȱeducationallyȱengagingȱthemesȱsuchȱasȱtheȱclimateȱofȱaȱlongȱ term,ȱcustodialȱinstitutionalȱsettingȱ(Banosȱ&ȱBosch,ȱ2015).ȱȱHowever,ȱtheȱkeyȱethicalȱ issueȱisȱwhetherȱtheȱpatientsȱorȱtheirȱrepresentativesȱgaveȱtrueȱinformedȱconsentȱtoȱtheȱ experimentalȱLȬDopaȱtreatmentȱandȱwhetherȱthereȱwereȱadverseȱeffectsȱofȱ“wakingȱ up”ȱafterȱmanyȱyears.ȱTheȱissueȱwasȱcompoundedȱbyȱtheȱnecessityȱofȱdiscontinuingȱtheȱ drugȱ becauseȱ ofȱ itsȱ pronouncedȱ sideȱ effects,ȱ leavingȱ theȱ patientsȱ toȱ returnȱ toȱ theirȱ formerȱcatatonicȱstate.ȱInȱcontrast.ȱExtremeȱMeasures,ȱalsoȱshownȱinȱtheȱcurrentȱcourse,ȱ isȱdescribedȱbyȱBanosȱandȱBoschȱ(2015)ȱasȱhavingȱaȱ“tightȱplot”ȱfocusingȱonȱtheȱuseȱofȱ homelessȱpeopleȱforȱmedicalȱresearchȱwithoutȱtheirȱconsentȱandȱraisingȱtheȱissueȱofȱ whetherȱtheȱpotentialȱbenefitsȱofȱtheȱinvestigationsȱoutweighȱtheȱpossibleȱharmȱtoȱtheseȱ sociallyȱdisadvantagedȱresearchȱparticipants.ȱWhileȱBanosȱandȱBoschȱ(2015)ȱindicateȱ thatȱinstructorsȱmayȱneedȱtoȱdevelopȱstrategiesȱforȱprovokingȱpostȬviewingȱdebate,ȱweȱ haveȱnotȱfoundȱthatȱtoȱbeȱaȱparticularȱconcern.ȱTheȱquestionsȱtheȱstudentsȱwereȱgivenȱ inȱadvanceȱareȱwrittenȱinȱsuchȱaȱwayȱtoȱinitiateȱcriticalȱdiscussionȱ(seeȱAppendixȱB).ȱȱ ȱ (KNO5GNGEVKQP ȱ Filmsȱareȱselectedȱbasedȱonȱseveralȱdimensions.ȱOneȱguidingȱprincipleȱisȱtoȱ provideȱaȱsetȱofȱfilmsȱthatȱaddressȱtheȱarrayȱofȱmajorȱissuesȱinȱcontemporaryȱmedicalȱ ethicsȱ inȱ theȱ Unitedȱ States.ȱ Additionally,ȱ filmsȱ areȱ selectedȱ thatȱ illustrateȱ differentȱ conceptualȱ modelsȱ ofȱ moralȱ reasoningȱ appliedȱ toȱ medicine.ȱ Severalȱ sourcesȱ recommendȱspecificȱmoviesȱforȱmedicalȱethicsȱinstruction.ȱȱRosenthal’sȱ(2018)ȱrecentȱ guideȱprovidesȱdescriptionsȱofȱtenȱfilmsȱthatȱaddressȱissuesȱinȱclinicalȱethics.ȱInȱherȱ work,ȱRosenthalȱ(2018),ȱinȱadditionȱtoȱdescribingȱtheȱfilm,ȱprovidesȱbackgroundȱaboutȱ theȱ makingȱ ofȱ theȱ filmȱ andȱ someȱ ofȱ theȱ technicalȱ aspectsȱ selected.ȱ Additionally,ȱ Rosenthalȱ(2018)ȱplacesȱtheȱfilmȱandȱtheȱmoralȱdilemmasȱinvolvedȱinȱtheȱcontextȱofȱtheȱ socialȱhistoryȱofȱthatȱera.ȱ Oneȱ ofȱ theȱ films,ȱ Sideȱ Effects,ȱ wasȱ chosenȱ basedȱ uponȱ Elliott’sȱ (2010)ȱ descriptionȱinȱanȱessayȱaboutȱethicalȱissuesȱinvolvingȱpharmaceuticalȱrepresentatives.ȱ Theȱ screenplayȱ wasȱ writtenȱ byȱ aȱ womanȱ whoȱ hadȱ hadȱ pastȱ experienceȱ asȱ aȱ pharmaceuticalȱrepresentativeȱherself.ȱ Theȱ onlyȱ documentaryȱ filmȱ shownȱ wasȱ Extremis,ȱ depictingȱ patients,ȱ theirȱ families,ȱandȱcriticalȱcareȱphysiciansȱinȱaȱhospital’sȱintensiveȱcareȱunit.ȱTheȱfilmȱwasȱ summarizedȱ inȱ aȱ specialȱ articleȱ inȱ theȱ Journalȱ ofȱ theȱ Americanȱ Medicalȱ Associationȱ (Buchbinder,ȱ2017)ȱ Inȱourȱuniversity,ȱstudentsȱevaluateȱtheirȱcoursesȱatȱtheȱendȱofȱtheȱsemester.ȱ Theseȱ evaluationsȱ includeȱ numericalȱ ratingsȱ onȱ variousȱ dimensionsȱ (e.g.,ȱ “Theȱ instructorȱbeganȱclassȱonȱtime”)ȱasȱwellȱasȱcommentsȱaboutȱtheȱrelativeȱstrengthsȱandȱ weaknessesȱofȱtheȱcourseȱandȱtheȱinstructor.ȱTheseȱendȬofȱtheȱsemesterȱassessmentsȱ haveȱincludedȱstudentȱfeedbackȱonȱtechnicalȱaspectsȱofȱspecificȱfilms.ȱTheseȱcommentsȱ haveȱinfluencedȱfilmȱselectionsȱforȱfutureȱversionsȱofȱtheȱcourse.ȱȱȱ Whileȱcontentȱisȱcertainlyȱtheȱpriorityȱinȱfilmȱselections,ȱtechnicalȱandȱartisticȱ aspectsȱcanȱdiminishȱaȱmovie’sȱeducationalȱvalue.ȱTheseȱelementsȱwereȱoccasionallyȱ mentionedȱinȱtheȱstudentȱdiaries.ȱȱForȱexample,ȱseveralȱstudentsȱreportedȱthatȱwatchingȱ aȱ foreignȱ languageȱ filmȱ withȱ Englishȱ subtitlesȱ (Theȱ Divingȱ Bellȱ andȱ theȱ Butterfly)ȱ

36 Volumeȱ15 ȣȱ 2020ȱ introducedȱ anȱ elementȱ ofȱ distractionȱ asȱ illustratedȱ byȱ theseȱ diaryȱ excerpts:ȱ “Iȱ amȱ personallyȱnotȱaȱfanȱofȱforeignȱfilmsȱandȱfoundȱitȱdifficultȱtoȱfollowȱtheȱmovieȱreadingȱ captions”ȱandȱ“AȱmovieȱinȱFrench…IȱmustȱsayȱIȱwasȱaȱlittleȱmiffedȱatȱtheȱideaȱofȱhavingȱ toȱreadȱsubtitlesȱonȱaȱfullȱlengthȱmovie.”ȱȱHowever,ȱdespiteȱsomeȱstudents’ȱfrustrationȱ withȱsubtitles,ȱTheȱDivingȱBellȱandȱtheȱButterflyȱdidȱreceiveȱpraiseȱforȱitsȱtechnicalȱaspects:ȱ “IȱhaveȱtoȱsayȱIȱreallyȱlovedȱtheȱcinematographyȱandȱtheȱartisticȱelementsȱinȱthisȱfilm.”ȱȱ TheȱfilmȱSideȱEffects,ȱwhileȱpraisedȱbyȱsomeȱstudentsȱasȱ“lessȱdepressingȱthanȱ theȱotherȱmovies,”ȱwasȱharshlyȱcritiquedȱonȱtechnicalȱgrounds:ȱȱ Iȱthoughtȱtheȱfilmȱwasȱhilarious.ȱTheȱlackȱofȱgoodȱediting,ȱtheȱawkwardȱshots,ȱ theȱpoorȱwritingȬȬallȱofȱitȱmusteredȱaȱhilariouslyȱbadȱmovie.ȱToȱbeȱhonest,ȱIȱ couldȱseeȱtheȱdirectionȱthatȱtheȱdirectorȱandȱwritersȱwereȱtryingȱtoȱtake.ȱIt’sȱ justȱunfortunateȱthatȱtheȱexecutionȱwasȱsoȱpoor.ȱȱ ȱ 5VWFGPV&KCTKGUCUC6QQNHQT4GHNGEVKXG.GCTPKPICPF(QTOCVKXG#UUGUUOGPV ȱ Asȱ notedȱ above,ȱ studentsȱ inȱ theȱ courseȱ wereȱ askedȱ toȱ maintainȱ aȱ diaryȱ inȱ whichȱtheyȱrecordedȱtheirȱreactionsȱtoȱeachȱweek’sȱfilm.ȱ“MedicalȱEthicsȱandȱFilm”ȱhadȱ onlyȱbeenȱofferedȱonceȱinȱtheȱpast—approximatelyȱfourȱyearsȱago,ȱandȱonlyȱtraditionalȱ standardizedȱratingsȱwereȱusedȱtoȱassessȱtheȱcourseȱatȱthatȱtime.ȱ ȱTheȱdiaryȱmethodȱisȱusefulȱinȱhelpingȱeducatorsȱtoȱunderstandȱtheȱlearningȱ processȱ andȱ canȱ beȱ aȱ formȱ ofȱ communicationȱ betweenȱ teachersȱ andȱ learners.ȱ Theȱ currentȱstudentȱjournalsȱfallȱunderȱtheȱheadingȱofȱ“solicitedȱdiaries”ȱ(Hyers,ȱ2018)ȱwithȱ theȱbroadȱgeneralȱdirectionȱ toȱ provideȱ reflectionȱ andȱ feedbackȱ aboutȱ howȱ theȱ filmsȱ impactedȱ theȱ students.ȱ Inȱ additionȱ toȱ providingȱ feedbackȱ toȱ theȱ instructorȱ forȱ filmȱ selection,ȱ theȱ diariesȱ alsoȱ provideȱ anotherȱ sourceȱ ofȱ courseȱ assessment.ȱ Theȱ diaryȱ entriesȱallowȱusefulȱinsightȱintoȱhowȱtheȱclassȱactuallyȱimpactedȱstudents’ȱknowledge,ȱ criticalȱthinking,ȱandȱpersonalȱdevelopment.ȱȱ Toȱoptimizeȱtheȱvalueȱofȱdiaryȱnarratives,ȱHyersȱ(2018)ȱnotesȱthatȱstudentsȱ shouldȱbeȱableȱtoȱwriteȱaboutȱtheirȱexperiencesȱinȱaȱthoughtfulȱandȱreflectiveȱmanner.ȱ Additionally,ȱitȱisȱimportantȱthatȱtheȱdiaristsȱexperienceȱopennessȱandȱtrustȱinȱhowȱ theirȱwritingȱwillȱbeȱused.ȱParticipantsȱwereȱinformedȱatȱtheȱoutsetȱofȱtheȱclassȱthatȱ theirȱreflectionsȱandȱobservationsȱthroughȱtheirȱdiariesȱwouldȱbeȱusedȱinȱaȱqualitativeȱ researchȱ paperȱ whichȱ theyȱ wouldȱ coȬauthor.ȱ However,ȱ itȱ wasȱ madeȱ clearȱ thatȱ theȱ entriesȱwouldȱnotȱbeȱassociatedȱwithȱaȱspecificȱstudent’sȱidentity.ȱȱȱ ȱ /GVJQF 2CTVKEKRCPVU ȱȱ Sixteenȱ students’ȱ diariesȱ wereȱ sharedȱ withȱ theȱ instructor.ȱ Fifteenȱ ofȱ theȱ studentsȱwereȱfemale.ȱTheirȱclassȱstatusȱrangedȱfromȱfirstȱsemesterȱfirstȱyearȱstudentsȱ toȱseniorsȱwhoȱwouldȱbeȱgraduatingȱatȱtheȱendȱofȱtheȱcurrentȱacademicȱyear.ȱȱ ȱ #RRTQCEJVQ&CVC#PCN[UKU ȱ InȱkeepingȱwithȱHyer’sȱ(2018)ȱdescriptionȱofȱtheȱuseȱofȱdiariesȱasȱaȱformȱofȱ qualitativeȱdata,ȱtheȱanalysisȱreflectedȱaȱcombinationȱofȱbothȱ“topȱdown”ȱand”ȱbottomȱ

InSight:ȱAȱJournalȱofȱScholarlyȱTeachingȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱ ȱ ȱ37ȱ up”ȱanalysisȱ(Hyers,ȱ2018).ȱȱTheȱinductiveȱcomponentȱ“givesȱvoice”ȱtoȱparticipants’ȱ experiencesȱwhileȱtheȱdeductiveȱcomponentȱisȱguidedȱmoreȱbyȱaȱprioriȱcategoriesȱofȱ meaningȱ(Hyers,ȱ2018;ȱp.ȱ124),ȱwhichȱareȱtentativelyȱestablishedȱbeforeȱreviewingȱtheȱ narrativeȱdata.ȱForȱthisȱcourse,ȱaȱpurelyȱinductiveȱapproachȱinȱwhichȱtextȱisȱanalyzedȱ withoutȱpreconceivedȱobjectivesȱforȱthemesȱandȱorganizedȱaccordingȱtoȱcategoriesȱdidȱ notȱ seemȱ entirelyȱ appropriateȱ sinceȱ theȱ “rawȱ text”ȱ wouldȱ likelyȱ centerȱ aroundȱ theȱ descriptionsȱofȱtheȱfilmsȱthemselves.ȱȱ Inȱanalyzingȱtheȱdairyȱentries,ȱthematicȱanalysisȱoccurredȱthroughȱstagesȱasȱ describedȱbyȱBraunȱandȱClarkeȱ(2012).ȱInȱtheȱinitialȱstep,ȱthereȱwasȱaȱgeneralȱoverviewȱ ofȱtheȱdiariesȱtoȱbecomeȱbroadlyȱfamiliarȱwithȱtheȱdata.ȱInȱtheȱsecondȱstep,ȱinitialȱcodesȱ wereȱgeneratedȱwhichȱprovidedȱlabelsȱforȱpiecesȱofȱtheȱnarrativeȱdata.ȱTheseȱcodesȱ inherentlyȱ involvedȱ bothȱ descriptionȱ andȱ interpretation.ȱ Afterȱ codingȱ hasȱ beenȱ completed,ȱthemesȱorȱpatternsȱemergeȱ(Braunȱ&ȱClarke,ȱ2012).ȱTheseȱdimensionsȱareȱ usuallyȱlimitedȱtoȱ4Ȭ8ȱcoreȱdescriptiveȱconceptsȱillustratedȱwithȱspecificȱexamplesȱofȱtheȱ narrativeȱdata.ȱTheȱthemesȱareȱreviewedȱandȱthenȱnamedȱ(Braunȱ&ȱClarke,ȱ2012).ȱ ȱ 4GUWNVU ȱ Theȱresultsȱareȱpresentedȱ asȱaȱ setȱ ofȱ themes,ȱ whichȱ areȱ namedȱ andȱ brieflyȱ described.ȱ Eachȱ themeȱ isȱ illustratedȱ withȱ directȱ excerptsȱ fromȱ theȱ diaries.ȱ Theseȱ excerptsȱ areȱ presentedȱ withȱ minimalȱ editingȱ toȱ captureȱ theȱ colloquialȱ styleȱ ofȱ theȱ diaries.ȱ ȱ 6JGOG8KUEGTCNN[+PVGPUG'OQVKQPCPF%CVJCTUKU ȱ Manyȱ ofȱ theȱ diaryȱ entriesȱ beganȱ withȱ aȱ descriptionȱ ofȱ anȱ emotionalȱ experience.ȱFeelingsȱwereȱoftenȱexpressedȱwithȱstrikingȱintensity:ȱ (Wit)ȱThisȱmovieȱhonestlyȱinfuriatedȱmeȱtoȱnoȱend.ȱTheȱlevelȱofȱinhumaneȱtreatmentȱ ofȱthisȱwomanȱwasȱsickening.ȱ ȱ (Sideȱ Effects)ȱ Ultimatelyȱ thisȱ filmȱ leftȱ meȱ disgustedȱ withȱ howȱ incrediblyȱ unscrupulousȱandȱdeceitfulȱpharmaceuticalȱcompaniesȱare…”ȱ ȱ (Wit)ȱManyȱdifferentȱemotionsȱarose.ȱMyȱpredominantȱemotionȱbeingȱanger…ȱ ȱ Someȱofȱtheseȱexpressionsȱincludedȱanȱintenseȱvisceralȱexperienceȱorȱaȱstrongȱimpulse:ȱ (MissȱEvers’ȱBoys)ȱAtȱsomeȱpoint,ȱIȱfeltȱslightlyȱsickȱtoȱmyȱstomachȱbecauseȱtheȱ thoughtȱofȱwhatȱwasȱgoingȱon…ȱ[TheȱTuskegeeȱSyphilisȱStudy]ȱ…feltȱsoȱreal…Itȱ makesȱ youȱ thinkȱ aboutȱ howȱ aȱ situationȱ likeȱ thisȱ couldȱ beȱ happeningȱ rightȱ now…withoutȱusȱknowing.ȱ ȱ (SideȱEffects)ȱThisȱfilmȱmakesȱyouȱwantȱtoȱripȱyourȱhairȱout.ȱȱ ȱ Inȱexaminingȱtheȱflowȱofȱtheȱnarratives,ȱitȱseemedȱthatȱtheseȱexpressionsȱatȱtheȱoutsetȱ ofȱtheȱweek’sȱdiaryȱentryȱwereȱalmostȱcathartic.ȱOnceȱtheȱemotionȱwasȱexpress,ȱtheȱ

38 Volumeȱ15 ȣȱ 2020ȱ analysisȱofȱtheȱfilmȱcouldȱthenȱoccur:ȱ (Contagion)ȱThisȱmovieȱwasȱtrulyȱscary.ȱUsuallyȱscaryȱmoviesȱmakeȱmeȱscaredȱofȱ theȱ dark,ȱ thisȱ movieȱ madeȱ meȱ wantȱ toȱ reachȱ inȱ myȱ backpackȱ andȱ grabȱ myȱ handȱ sanitizerȱandȱdumpȱtheȱremainingȱ5ȱmLȱontoȱmyȱhands.ȱThisȱmovieȱwasȱsoȱscaryȱ becauseȱitȱseemsȱlikeȱitȱisȱtrulyȱpossible.ȱ ȱ 6JGOG4GEQIPKVKQPQHC/QTCN&KNGOOC ȱ Theȱ journalȱ entriesȱ revealedȱ thatȱ inȱ mostȱ instances,ȱ studentsȱ clearlyȱ recognizedȱ theȱ keyȱ moralȱ issuesȱ depictedȱ inȱ theȱ films.ȱ However,ȱ commentsȱ oftenȱ addressedȱwhetherȱmorallyȱcorrectȱorȱincorrectȱbehaviorȱoccurredȱwithoutȱaȱgoodȱdealȱ ofȱelaboration.ȱWhileȱtheȱresponsesȱwereȱnotȱbasedȱuponȱaȱspecificȱethicalȱtheoryȱ(seeȱ AppendixȱA),ȱconceptsȱsuchȱasȱinformedȱconsentȱwereȱinvoked:ȱ (Henriettaȱ Lacks)ȱ Iȱ thinkȱ itȱ wasȱ veryȱ wrongȱ thatȱ theȱ cellsȱ wereȱ takenȱ withoutȱ permissionȱorȱcompensationȱforȱtheȱfamily.ȱHowever,ȱitȱdidȱdoȱaȱlotȱofȱgoodȱforȱaȱlotȱofȱ people.ȱThisȱisȱwhyȱitȱisȱaȱdebatableȱconceptȱtoȱmanyȱpeople.ȱToȱmeȱitȱisȱeasy.ȱThereȱ wasȱnoȱpermission,ȱthereforeȱitȱisȱunethicalȱandȱimmoral.ȱ ȱ Inȱadditionȱtoȱconceptsȱsuchȱasȱinformedȱconsent,ȱthereȱwereȱoftenȱexpressionsȱofȱtheȱ moralȱrightnessȱorȱwrongnessȱofȱactionsȱdepictedȱinȱtheȱfilm:ȱ (Awakenings)ȱIȱthinkȱitȱwasȱtheȱrightȱdecisionȱtoȱtestȱLȬdopaȱdrugsȱinȱoneȱpatientȱ andȱobtainȱconsentȱfromȱhisȱmother.ȱItȱisnȇtȱshownȱmuchȱinȱtheȱfilmȱbutȱhopefullyȱtheȱ effectsȱofȱdopamineȱwereȱalreadyȱknownȱbeforeȱitȱwasȱadministered,ȱespeciallyȱinȱsuchȱ largeȱdoses.ȱIȱthinkȱtheȱmotherȱshouldȱhaveȱbeenȱinformedȱaboutȱanyȱpotentialȱsideȱ effectsȱbeforeȱobtainingȱconsent.ȱ ȱ (WhoseȱLifeȱisȱitȱAnyway)ȱIȱmyselfȱamȱaȱfirmȱbelieverȱinȱtheȱrightȱtoȱdie.ȱAsȱlongȱ asȱ properȱ measuresȱ areȱ takenȱ toȱ preventȱ thoseȱ whoȱ areȱ unableȱ toȱ makeȱ rationalȱ decisionsȱ (suchȱ asȱ thoseȱ withȱ clinicalȱ depressionȱ orȱ bipolarȱ disorder)ȱ peopleȱ withȱ terminalȱillnessesȱshouldȱbeȱallowedȱtoȱhaveȱaȱphysicianȱtakeȱthemȱoutȱofȱlife.ȱ ȱ (Awakenings)ȱ Dr.ȱ Sayerȱ wasȱ actingȱ outȱ ofȱ beneficenceȱ forȱ hisȱ patientsȱ …[by]…ȱ trulyȱ wantingȱ toȱ discoverȱ aȱ medicationȱ orȱ therapyȱ methodȱ thatȱ wouldȱ helpȱ theseȱ abnormallyȱunresponsiveȱinstitutional[ized]ȱpatients.ȱ ȱ (Contagion)ȱ Theȱ autonomyȱ ofȱ millionsȱ ofȱ peopleȱ wasȱ compromisedȱ whenȱ theȱ governmentȱ beganȱ enforcingȱ strictȱ containmentȱ policiesȱ withinȱ majorȱ citiesȱ ofȱ theȱ nation,ȱnotȱallowingȱforȱpotentiallyȱillȱpeopleȱtoȱvacateȱtheȱcityȱatȱtheȱriskȱofȱdeath.ȱ–ȱȱ ȱ 6JGOG7UGQH(QTOCN'VJKECN6JGQT[ ȱȱ Applicationȱ ofȱ specificȱ ethicalȱ theories,ȱ suchȱ asȱ thoseȱ summarizedȱ inȱ AppendixȱA,ȱandȱtheirȱaccompanyingȱconstructsȱwereȱevidentȱinȱsomeȱjournalȱentries.ȱ Inȱtheseȱnarratives,ȱaȱspecificallyȱlabeledȱethicalȱtheoryȱ(e.g.,ȱutilitarianism,ȱdeontology,ȱ etc.)ȱȱasȱwellȱasȱkeyȱconstructsȱfromȱtheȱtheoryȱwereȱdescribed.ȱTheseȱaccountsȱwentȱ

InSight:ȱAȱJournalȱofȱScholarlyȱTeachingȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱ ȱ ȱ39ȱ beyondȱ “rightȬwrong”ȱ orȱ aȱ singleȱ moralȱ principle,ȱ suchȱ asȱ autonomyȱ orȱ informedȱ consent,ȱtoȱexplainȱtheȱreasonsȱforȱmoralȱdecisionsȱasȱwellȱasȱtheirȱimplications:ȱȱ (ExtremeȱMeasures)ȱDr.ȱMyrick,ȱtheȱphysicianȱconductingȱtheȱresearch,ȱjustifiesȱhisȱ workȱbyȱsayingȱthatȱbyȱsacrificingȱaȱfewȱpeople,ȱcountlessȱothersȱwillȱbeȱableȱtoȱbeȱ curedȱandȱableȱtoȱwalkȱagain.ȱHisȱveryȱutilitarianȱargumentȱhasȱlittleȱregardȱforȱtheȱ livesȱofȱtheȱpeopleȱthatȱheȱisȱexperimentingȱon.ȱ Theȱ nextȱ excerpt,ȱ whileȱ drawingȱ explicitlyȱ uponȱ principlism,ȱ alsoȱ illustratesȱ theȱ sequenceȱ ofȱ emotionalȱ catharsisȱ beingȱ followedȱ byȱ cognitiveȱ analysisȱ asȱ describedȱ above.ȱOnceȱtheȱemotionȱwasȱexpressed,ȱtheȱanalysisȱcouldȱthenȱoccur:ȱȱ (MissȱEvers’ȱBoys)ȱ–ȱIȇmȱhonestlyȱdisgustedȱwithȱtheȱresearchȱconductedȱduringȱtheȱ TuskegeeȱSyphilisȱStudy,ȱespeciallyȱwhenȱconsideringȱtheȱincrediblyȱdiscriminatoryȱ attitudesȱ andȱ undercurrentsȱ towardsȱ AfricanȬAmericans…ȱ Patientsȱ heldȱ noȱ autonomyȱoverȱtheirȱhealthcareȱchoicesȱandȱnoȱinformedȱconsentȱwasȱeverȱacquiredȱbyȱ participantsȱ withinȱ theȱ syphilisȱ researchȱ studyȱ whichȱ isnȇtȱ ethicallyȱ permissibleȱ accordingȱtoȱprinciplistȱideologyȱ ȱȱ Theȱabilityȱtoȱconsiderȱtheȱdilemmasȱthatȱtheȱfilmsȱportrayedȱfromȱmoreȱthanȱ oneȱethicalȱtheoryȱasȱwellȱasȱanȱappreciationȱthatȱdifferentȱstakeholdersȱmightȱinvokeȱ distinctȱ ethicalȱ frameworksȱ wasȱ articulatedȱ byȱ aȱ fewȱ students.ȱ Thisȱ journalȱ entryȱ examinesȱtheȱissueȱofȱaȱpatient’sȱminimallyȱinformedȱconsentȱtoȱanȱexperimentalȱcancerȱ treatmentȱandȱdemonstratesȱanȱappreciationȱthatȱdifferentȱstakeholders’ȱinterestsȱmayȱ beȱsupportedȱbyȱdistinctȱethicalȱtheories.ȱInȱthisȱexample,ȱutilitarianismȱcompetesȱwithȱ Kant’sȱdeontologyȱandȱprinciplism:ȱȱ (Wit)ȱ…fromȱ[the]ȱutilitarianȱperspectiveȱtheȱdoctorsȱmayȱbeȱjustifiedȱinȱtheirȱactionsȱ ifȱtheyȱbelieveȱtheyȱareȱgoingȱtoȱadvanceȱcancerȱtreatmentȱpracticesȱthroughȱtheȱstudyȱ soȱtheyȱwillȱbeȱableȱtoȱbenefitȱmanyȱfutureȱpatients.ȱFromȱaȱKantianȱperspective,ȱtheirȱ behaviorȱisȱunacceptableȱthe…ȱ[physicians]ȱareȱusingȱVivianȱasȱaȱmeansȱtoȱanȱendȱ withȱlittleȱregardȱforȱherȱownȱlife.ȱNoneȱofȱtheȱprinciplesȱofȱautonomy,ȱbeneficence,ȱ nonmaleficenceȱareȱrespectedȱeither.ȱ ȱ 6JGOG%QPPGEVKQPUVQ5VWFGPVUğ2GTUQPCN.KXGU ȱ Thisȱthemeȱemergedȱinȱseveralȱdifferentȱways.ȱSomeȱstudentsȱrelatedȱtheȱfilmȱ toȱaȱpersonalȱexperienceȱwithȱseriousȱillnessȱinȱaȱfamilyȱmemberȱorȱacquaintanceȱorȱ theirȱownȱexperienceȱasȱaȱpatient.ȱOthersȱreferencedȱtheirȱworkȱexperienceȱinȱhealthȱ careȱsettingsȱorȱreflectedȱuponȱtheirȱuniversityȱeducationalȱexperience.ȱ ȱInȱseveralȱdiaryȱentries,ȱtheȱnarrativeȱportrayedȱinȱtheȱfilmȱelicitedȱmemoriesȱ ofȱcurrentȱorȱrecentȱexperiencesȱwithȱfamilyȱmembers:ȱȱ (Extremis)ȱThisȱdocumentaryȱmadeȱmeȱprettyȱemotional…ȱmyȱgrandmotherȱpassedȱ awayȱinȱearlyȱAugustȱthisȱyear.ȱSheȱwentȱtoȱtheȱERȱwithȱaȱbadȱcoldȱandȱtheyȱgaveȱherȱ medicineȱthatȱsheȱwasȱallergicȱtoȱsoȱsheȱhadȱtoȱstayȱtheȱnight,ȱoneȱnightȱturnedȱintoȱ twoȱmonths.ȱSheȱneverȱgotȱoutȱofȱtheȱICU,ȱweȱstillȱdon’tȱknowȱwhatȱherȱcauseȱofȱdeathȱ wasȱexactly.ȱTheȱICUȱinȱtheȱmovieȱwasȱexactlyȱwhatȱmyȱgrandmaȱwentȱthrough.ȱMyȱ maȱ wasȱ herȱ POAȱ soȱ thatȱ madeȱ itȱ evenȱ tougherȱ forȱ myȱ family.ȱ Sheȱ hadȱ toȱ makeȱ decisionsȱonȱifȱweȱshouldȱtrachȱherȱorȱnotȱ….ȱwhatȱwouldȱmyȱgrandmotherȱwant…?ȱ ȱ 40 Volumeȱ15 ȣȱ 2020ȱ Thisȱstudents’ȱexperienceȱwithȱtheirȱmotherȱappearedȱinȱentriesȱforȱtwoȱofȱtheȱfilms:ȱ (DivingȱBellȱandȱtheȱButterfly)ȱLotsȱofȱtheseȱthingsȱmakeȱmeȱthinkȱofȱmyȱmotherȱ andȱtheȱstrokeȱthatȱsheȱwentȱthrough.ȱIȱwonderȱhowȱmuchȱrelatesȱtoȱhowȱsheȱfeltȱlikeȱ wakingȱupȱconfused...ȱ (WhoseȱLifeȱisȱitȱAnyway)ȱMyȱmomȱisȱparalyzedȱonȱherȱleftȱsideȱsoȱsheȱhasȱnoȱabilityȱ toȱuseȱherȱleftȱarmȱandȱleg.ȱSheȱcanȱwalkȱaroundȱaȱlittle.ȱHerȱconditionȱisȱinȱaȱsenseȱ halfȱasȱbadȱasȱhis.ȱȱ ȱ Someȱ studentsȱ sharedȱ frustratingȱ experiencesȱ asȱ patientsȱ orȱ wroteȱ ofȱ negativeȱ experiencesȱwithȱtheȱhealthȱcareȱsystem.ȱTheseȱthemesȱwereȱpresentȱinȱmultipleȱfilmsȱ andȱelicitedȱstrongȱreactions.ȱInȱtheȱexcerptȱbelow,ȱaȱstudentȱrelatesȱtheirȱexperienceȱofȱ beingȱdeniedȱaȱspecificȱtreatmentȱbecauseȱofȱtisȱcost:ȱȱ (SideȱEffects)ȱItȇsȱsadȱthatȱthisȱreallyȱhappensȱbutȱIȱknowȱitȱdoesȱbecauseȱIȱhave….ȱ Experiencedȱmedicalȱdecisionsȱbeingȱmadeȱforȱmeȱbasedȱonȱtheȱpriceȱforȱmedication…ȱ Iȇveȱpersonallyȱexperiencedȱdoctorsȱblowingȱmeȱoffȱandȱnotȱpayingȱattentionȱtoȱmyȱ careȱ(somethingȱthatȱisȱdisrespectfulȱandȱdangerousȱenoughȱonȱitsȱown)ȱandȱthenȱIȱ lookedȱdownȱandȱrealizedȱtheyȱhaveȱexpensiveȱshoesȱand/orȱjewelryȱon.ȱTheȱsadȱfactȱinȱ ourȱcapitalistȱsociety.ȱ[isȱthat]ȱ…ȱmedicineȱisȱaȱcorporationȱasȱwell.ȱ ȱ Anotherȱ typeȱ ofȱ personalȱ connectionȱ wasȱ withȱ students’ȱ workȱ experience.ȱ Someȱ studentsȱhadȱworkedȱorȱwereȱcurrentlyȱworkingȱinȱhealthcareȱandȱrelatedȱfieldsȱsuchȱ asȱaȱmedicalȱlaboratoryȱtechnicianȱorȱemergencyȱmedicalȱtechnician.ȱTheseȱstudentsȱ oftenȱ comparedȱ theȱ film’sȱ treatmentȱ ofȱ aȱ healthȱ careȱ issueȱ toȱ theirȱ ownȱ experienceȱ workingȱinȱtheȱfield:ȱ (ExtremeȱMeasures)ȱDr.ȱMyrickȱclaimsȱheȱhasȱtheseȱhumansȱinȱtheseȱtestsȱbecauseȱ heȱ hasȱ noȱ timeȱ toȱ waitȱ andȱ youȱ mightȱ asȱ wellȱ makeȱ homelessȱ peopleȱ useful.ȱ Thatȱ mentallyȱinfuriatesȱme.ȱAsȱaȱparamedic,ȱIȱwouldȱneverȱwalkȱintoȱsomeoneȇsȱhomeȱafterȱ theyȱcallȱ911,ȱaskȱifȱtheyȱhaveȱinsurance,ȱandȱifȱtheyȱsayȱnoȱpullȱoutȱaȱseparateȱdrugȱ boxȱfullȱofȱexperimentalȱdrugsȱandȱjustȱsayȱwellȱyouȇreȱnotȱpayingȱsolidityȱofȱtheseȱ work.Ȉȱ ȱ (SideȱEffects)ȱPharmacyȱrepresentativesȱ(fromȱwhatȱIȱknowȱofȱthem),ȱdoȱnotȱhaveȱ enoughȱmedicalȱknowledgeȱtoȱbeȱspeakingȱto…physicianȱaboutȱanythingȱhealthȱrelatedȱ exceptȱtheirȱownȱpersonalȱhealthȱissues.ȱȱItȱblowsȱmyȱmindȱthatȱrepresentativesȱareȱ allowedȱtoȱstepȱbehindȱtheȱscenesȱinȱtheȱphysicianȱandȱnursingȱstationsȱtoȱdiscussȱ medication.ȱOneȱthingȱthatȱstandsȱoutȱtoȱmeȱisȱpatientȱconfidentiality.ȱAȱnurse’sȱorȱ doctor’sȱworkȱspaceȱisȱlitteredȱinȱpatientȱinformation.ȱWhenȱaȱrepȱstepsȱinȱtoȱdiscussȱ medication,ȱallȱofȱthatȱinformationȱisȱsubjectȱtoȱthisȱrandomȱperson.ȱ ȱ Evenȱ whenȱ theirȱ workȱ experienceȱ wasȱ notȱ specificallyȱ inȱ healthȱ care,ȱ aȱ filmȱ mightȱ triggerȱanȱassociationȱofȱhavingȱbeenȱinȱaȱroleȱofȱprovidingȱhelpȱtoȱothers:ȱ (DivingȱBellȱandȱtheȱButterfly)ȱTheȱfilmȱandȱwhatȱtheȱspeechȱtherapistȱdidȱhelpedȱ meȱtoȱbeȱevenȱmoreȱproudȱofȱsomeȱofȱtheȱspecialȱneedsȱkidsȱIȇveȱworkedȱwith.ȱItȱalsoȱ remindedȱmeȱtoȱstayȱcompassionateȱandȱlovingȱtowardȱstudentsȱasȱIȱcontinueȱtoȱworkȱ towardsȱbeingȱaȱspecialȱeducationȱteacher.ȱȱ ȱ InSight:ȱAȱJournalȱofȱScholarlyȱTeachingȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱ ȱ ȱ41ȱ Severalȱofȱtheȱstudentsȱinȱthisȱcourseȱwereȱcompletingȱpreprofessionalȱeducationȱforȱ medicalȱ schoolȱ orȱ relatedȱ professions.ȱ Thisȱ journalȱ entryȱ describesȱ howȱ theȱ courseȱ madeȱ aȱ studentȱ awareȱ thatȱ theirȱ educationȱ inȱ theȱ naturalȱ sciencesȱ mayȱ notȱ haveȱ includedȱadequateȱattentionȱtoȱaccompanyingȱmoralȱandȱethicalȱissues:ȱȱ (HenriettaȱLacks)ȱItȱtrulyȱbothersȱmeȱthatȱIȇmȱjustȱnowȱlearningȱaboutȱtheȱoriginsȱ ofȱHeLaȱcells.ȱInȱmyȱseniorȱyearȱofȱundergraduateȱwithȱanȱAssociatesȱinȱscienceȱandȱaȱ minorȱinȱbiochemistryȱhowȱamȱIȱjustȱnowȱlearningȱaboutȱHenriettaȱLacks?ȱȱ ȱ &KUEWUUKQP ȱ Theȱ themesȱ thatȱ emergedȱ inȱ students’ȱ writtenȱ narrativesȱ aboutȱ theȱ courseȱ includedȱconsistentȱattentionȱtoȱtheȱmoralȱissuesȱdepictedȱinȱtheȱfilms.ȱWhileȱsomeȱofȱ theȱofȱtheȱanalysesȱwereȱatȱtheȱlevelȱofȱlabelingȱactionsȱasȱmorallyȱcorrectȱorȱincorrect,ȱ otherȱentriesȱrevealedȱanalysesȱfromȱtheȱperspectiveȱofȱoneȱorȱmoreȱethicalȱtheories.ȱ Additionally,ȱ theȱ abilityȱ toȱ viewȱ theseȱ dilemmasȱ fromȱ theȱ perspectiveȱ ofȱ multipleȱ stakeholders,ȱeachȱofȱwhichȱwouldȱbeȱsupportedȱbyȱaȱdistinctȱethicalȱmodelȱwhileȱnotȱ evidentȱ inȱ theȱ majorityȱ ofȱ diaryȱ entries,ȱ didȱ appearȱ withȱ someȱ frequency.ȱ Twoȱ unanticipatedȱthemesȱemergingȱfromȱtheȱdiariesȱwereȱtheȱstrongȱemotionalȱreactionsȱ toȱbioethicalȱdilemmasȱandȱtheȱextentȱtoȱwhichȱtheȱfilmsȱtappedȱintoȱstudents’ȱpersonalȱ lifeȱexperiences.ȱȱ Asȱnotedȱabove,ȱstudentsȱregularlyȱrecognizedȱtheȱmoralȱdilemmasȱdepictedȱ inȱ theȱ films.ȱ Theȱ languageȱ inȱ whichȱ theyȱ describedȱ theseȱ dilemmasȱ wasȱ oftenȱ inȱ dichotomousȱtermsȱofȱethicalȱversusȱunethicalȱorȱrightȱvs.ȱwrong.ȱWhileȱtheȱjournalȱ entriesȱwereȱnotȱanalyzedȱbyȱyearȱlevel,ȱitȱisȱpossibleȱthatȱstudentsȱwhoȱwereȱfurtherȱ alongȱ inȱ theirȱ universityȱ careerȱ wereȱ moreȱ likelyȱ toȱ examineȱ theȱ filmsȱ fromȱ theȱ perspectiveȱofȱspecificȱtheories.ȱȱȱAdditionally,ȱtheseȱmoreȱadvancedȱstudentsȱmayȱwellȱ haveȱalsoȱgeneratedȱtheȱentriesȱwhichȱincludedȱsimultaneousȱapplicationȱofȱmultipleȱ ethicalȱtheories.ȱ Perry’sȱ(1999)ȱmodelȱofȱintellectualȱandȱmoralȱdevelopmentȱduringȱtheȱcourseȱ ofȱuniversityȱeducationȱsuggestsȱthatȱstudentsȱmoveȱthroughȱdistinctȱcognitiveȱstagesȱ duringȱ theirȱ collegeȱ years.ȱ Accordingȱ toȱ Perry,ȱ students’ȱ initialȱ exposureȱ toȱ postȬ secondaryȱ educationȱ isȱ interpretedȱ throughȱ theȱ lensȱ ofȱ Dualism–allȱ dilemmasȱ haveȱ definite,ȱcorrectȱsolutions.ȱAuthoritiesȱ suchȱasȱinstructorsȱandȱ textbooks,ȱ holdȱ theseȱ answersȱandȱtheȱstudent’sȱtaskȱisȱtoȱlearnȱtheȱ“rightȱanswer.”ȱWhileȱtheȱuniversalityȱofȱ dualismȱ asȱ characteringȱ mostȱ emergingȱ adultsȱ whoȱ areȱ newȱ toȱ collegeȱ hasȱ beenȱ subjectedȱtoȱsomeȱcriticism,ȱPerryȱ(1999)ȱwouldȱlikelyȱargueȱthatȱstudents,ȱinȱanalyzingȱ ethicalȱdilemmasȱdepictedȱinȱtheȱfilmsȱfromȱtheȱdichotomousȱperspectivesȱofȱethicalȱ versusȱunethicalȱorȱrightȱversusȱwrong,ȱreflectedȱaȱdualistȱperspective.ȱȱ InȱMultiplicity,ȱPerry’sȱnextȱstage,ȱstudentsȱdevelopȱanȱappreciationȱforȱtheȱ factȱthatȱthereȱareȱmanyȱsituationsȱforȱwhichȱtheȱanswerȱisȱnotȱyetȱknown.ȱMultiplicityȱ isȱ characterizedȱ byȱ relianceȱ onȱ personalȱ intuition.ȱ Thisȱ intuitiveȱ dimensionȱ wasȱ certainlyȱevidentȱinȱstudents’ȱdiaries.ȱInȱRelativism,ȱPerrier’sȱthirdȱstage,ȱthereȱisȱanȱ appreciationȱforȱcontext.ȱȱInȱanalyzingȱtheȱmoralȱdilemmasȱdepictedȱinȱfilm,ȱthisȱcontextȱ includesȱtheȱmodelsȱofȱethicalȱreasoningȱdepictedȱinȱAppendixȱA.ȱȱInȱthisȱstage,ȱthereȱ isȱrecognitionȱthatȱmultipleȱ“truths”ȱexist.ȱWhileȱcertainlyȱprovidingȱmultipleȱcognitiveȱ

42 Volumeȱ15 ȣȱ 2020ȱ frameworksȱandȱanȱappreciationȱforȱdiverseȱperspectives,ȱthisȱȈpureȈȱrelativismȱdoesȱ notȱleadȱtoȱaȱclearȱdirectionȱforȱaction.ȱ ȱInȱ Perryȇsȱ (1999)ȱ finalȱ stage,ȱ Commitment,ȱ thereȱ isȱ anȱ appreciationȱ thatȱ multipleȱperspectivesȱcanȱsimultaneouslyȱbeȱ“correctȈȱandȱthatȱoneȱisȱleftȱwithȱsomeȱ degreeȱofȱuncertaintyȱregardingȱmoralȱdecisions.ȱHowever,ȱatȱtheȱsameȱtime,ȱthereȱisȱ recognitionȱthatȱpersonalȱandȱprofessionalȱdecisionsȱdoȱindeedȱneedȱtoȱbeȱmadeȱandȱ actedȱuponȱevenȱinȱtheȱfaceȱofȱambiguity.ȱAccordingȱtoȱPerryȱ(1999),ȱtheȱcommittedȱ individualȱusesȱaȱcombinationȱofȱpersonalȱexperienceȱincludingȱwellȬarticulatedȱvaluesȱ asȱwellȱasȱexternalȱevidenceȱandȱaȱrecognitionȱthatȱcontextȱmayȱplaceȱsomeȱlimitsȱorȱ parametersȱaroundȱtheȱappropriateȱcourseȱofȱaction.ȱȱInȱthisȱstage,ȱdecisionsȱleadȱtoȱtheȱ bestȱpossibleȱcourseȱofȱactionȱgivenȱoneȇsȱvaluesȱandȱtheȱinterpersonalȱcontext.ȱ Ourȱpreviousȱquantitative,ȱpreȬpostȱassessmentȱofȱanȱearlierȱversionȱofȱthisȱ courseȱ(Searightȱ&ȱAllmayer,ȱ2014)ȱsuggestedȱthat,ȱduringȱtheȱsemester,ȱstudentsȱdidȱ developȱaȱgreaterȱappreciationȱofȱtheȱcomplexityȱofȱethicalȱdecisions.ȱDuringȱtheȱfirstȱ offeringȱ ofȱ thisȱ course,ȱ aȱ standardizedȱ measureȱ ofȱ criticalȱ thinking,ȱ theȱ Californiaȱ CriticalȱThinkingȱDispositionȱInventoryȱ(CCTDI)ȱwasȱadministeredȱmidwayȱthroughȱ theȱcourseȱandȱthenȱagainȱatȱtheȱendȱofȱtheȱsemester.ȱItȱwasȱfoundȱthatȱstudents’ȱratingsȱ demonstratedȱaȱpreȬȱpostȬȱtestȱincreaseȱonȱtheȱCCTDIȱsubscale,ȱMaturityȱofȱJudgment.ȱ Thisȱ constructȱ assessesȱ theȱ extentȱ toȱ whichȱ studentsȱ appreciateȱ thatȱ manyȱ practicalȱ problemsȱ areȱ complexȱ andȱ multiȬfaceted.ȱ Maturityȱ ofȱ Judgmentȱ alsoȱ measuresȱ theȱ degreeȱtoȱwhichȱrespondentsȱrecognizeȱthatȱitȱisȱoftenȱnecessaryȱtoȱmakeȱdecisionsȱevenȱ whenȱinformationȱisȱambiguousȱorȱincomplete.ȱ Asȱisȱoftenȱtheȱcaseȱ withȱ relativelyȱ openȬendedȱ qualitativeȱ assessment,ȱ theȱ students’ȱdiariesȱrevealedȱaspectsȱofȱtheȱcourseȱthatȱwhileȱnotȱspecificallyȱintended,ȱ certainlyȱappearedȱtoȱbeȱbeneficial.ȱItȱwasȱnotȱanticipatedȱthatȱstudentsȱwouldȱhaveȱ beenȱworkingȱinȱhealthȬrelatedȱfields.ȱHowever,ȱthisȱexperienceȱwasȱtheȱcaseȱforȱaȱsmallȱ studentȱ group,ȱ andȱ theirȱ diaryȱ entriesȱ indicatedȱ thatȱ theyȱ thoughtȱ aboutȱ howȱ theȱ dilemmasȱ portrayedȱ inȱ filmȱ wouldȱ emergeȱ andȱ perhapsȱ beȱ addressedȱ inȱ theirȱ healthcareȱworkȱsetting.ȱ Anȱadditionalȱsurpriseȱwasȱtheȱextentȱtoȱwhichȱstudentsȱrelatedȱfilmȱcontentȱ toȱ theirȱ personalȱ experiencesȱ asȱ patientsȱ andȱ familyȱ membersȱ ofȱ patients.ȱ Again,ȱ medicalȱ ethicsȱ isȱ oftenȱ taughtȱ asȱ anȱ abstractȱ setȱ ofȱ principlesȱ andȱ someȱ degreeȱ ofȱ impersonalityȱisȱactuallyȱencouragedȱsoȱthatȱprinciplesȱcanȱbeȱappliedȱneutrallyȱandȱ logically.ȱ Whileȱ currentlyȱ theȱ sourceȱ ofȱ someȱ debate,ȱ theȱ instructorȱ hasȱ employedȱ “triggerȱ warnings”ȱ (Americanȱ Associationȱ ofȱ Universityȱ Professors,ȱ 2014;ȱ Boysen,ȱ 2017;ȱWyatt,ȱ2016)ȱinȱadvanceȱofȱpresentingȱcourseȱtopicsȱandȱorȱvideoȱclipsȱthatȱmightȱ beȱdistressingȱtoȱstudentsȱwithȱhistoriesȱofȱpsychosocialȱtrauma.ȱItȱhadȱnotȱoccurredȱtoȱ theȱinstructorȱthatȱperhapsȱtheseȱtriggerȱwarningsȱshouldȱbeȱincludedȱinȱthisȱcourse.ȱ Whileȱ thisȱ instructor’sȱ experienceȱ hasȱ beenȱ thatȱ advanceȱ triggerȱ warningsȱ doȱ notȱ appearȱ toȱ impactȱ classȱ attendanceȱ whenȱ sensitiveȱ topicsȱ areȱ raised,ȱ theȱ preemptiveȱ warningȱdoesȱprovideȱstudentsȱwithȱaȱformȱofȱpsychologicalȱpreparation.ȱ Oneȱmodelȱofȱethicalȱdecisionȱmakingȱnotȱwellȱrepresentedȱinȱbioethicsȱ(andȱ notȱincludedȱinȱAppendixȱA)ȱisȱtheȱsocialȱintuitiveȱapproachȱassociatedȱwithȱMoralȱ FoundationsȱTheoryȱ(MFT;ȱHaidtȱetȱal.,ȱ2009).ȱMFTȱarguesȱthatȱratherȱthanȱbeingȱtheȱ resultȱ ofȱ principledȱ logicalȱ reasoning,ȱ moralȱ judgmentsȱ areȱ visceral,ȱ automaticȱ reactionsȱ whichȱ areȱ laterȱ justifiedȱ withȱ cognitiveȱ explanations.ȱ Keyȱ dimensionsȱ InSight:ȱAȱJournalȱofȱScholarlyȱTeachingȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱ ȱ ȱ43ȱ underlyingȱ theseȱ immediateȱ valueȱ judgmentsȱ includeȱ care/harm,ȱ fairness/cheating,ȱ loyalty/betrayal,ȱ authority/subversionȱ andȱ sanctity/degradation.ȱ Whileȱ thereȱ haveȱ beenȱaȱfewȱattemptsȱtoȱintegrateȱtheȱsocialȱintuitiveȱapproachȱwithȱvirtueȱethicsȱ(Leffelȱ etȱal.,ȱ2015),ȱthisȱmodel,ȱinfluencedȱbyȱevolutionaryȱtheoryȱhasȱseenȱfewȱapplicationsȱtoȱ biomedicalȱdilemmas.ȱȱ Inȱtheirȱwrittenȱresponsesȱ toȱ theȱ films,ȱ manyȱ ofȱ theȱ students’ȱdiaryȱ entriesȱ followedȱ theȱ emotionalȬintuitiveȱ sequenceȱ ofȱ ethicalȱ decisionȬmakingȱ describedȱ byȱ Haidtȱ(2012).ȱAȱstrongȱemotionalȱreactionȱregardingȱtheȱ“rightnessȱ“orȱ“wrongness”ȱofȱ aȱ particularȱ actionȱ depictedȱ inȱ theȱ filmȱ wasȱ followedȱ byȱ cognitiveȱ analysis.ȱ Someȱ proponentsȱofȱsocialȬintuitiveȱethicsȱargueȱthatȱtheȱinitialȱemotionalȱresponseȱdictatesȱ theȱsearchȱforȱreasonsȱthatȱareȱcongruentȱwithȱthisȱoriginalȱvisceralȱmoralȱjudgment.ȱ Whileȱitȱisȱnotȱclearȱifȱstudents’ȱintuitiveȱresponsesȱledȱthemȱdirectlyȱtoȱanȱexplanationȱ compatibleȱwithȱtheirȱfeelings.ȱTheȱprominenceȱofȱemotionalȱreactionsȱsuggestsȱthatȱ MFTȱshouldȱbeȱincludedȱMFTȱinȱfutureȱversionsȱofȱ“MedicalȱEthicsȱandȱFilm.”.ȱ Filmȱ asȱ aȱ mediumȱ forȱ ethicsȱ educationȱ canȱ promoteȱ selfȬawarenessȱ byȱ “‘lightingȱ up’”ȱ disruptiveȱ orȱ disturbingȱ partsȱ ofȱ theȱ selfȱ thatȱ otherwiseȱ mightȱ beȱ ignoredȱorȱneglected.ȱBecauseȱtheȱcharactersȱportrayedȱinȱmoviesȱareȱ‘notȱreal,’ȱlearnersȱ canȱbeȱmoreȱhonestȱaboutȱtheirȱreactions…”ȱ(Blascoȱetȱal.,ȱ2018;ȱp.ȱ80).ȱAccordingȱtoȱ Leffelȱ andȱ colleaguesȱ (2015),ȱ thisȱ typeȱ ofȱ selfȬawarenessȱ isȱ “bestȱ accomplishedȱ byȱtuningȬupȱ(activating)ȱ moralȱ intuitions,ȱamplifyingȱ(intensifying)ȱ moralȱ emotionsȱ relatedȱ toȱ intuitions,ȱ andȱ strengtheningȱ(expanding)ȱ intuitionȬexpressive,ȱ emotionȬ relatedȱmoralȱvirtues,ȱmoreȱthanȱbyȱ‘learning’ȱexplicitȱethicalȱrulesȱorȱprinciples”ȱ(Leffelȱ etȱal.,ȱ2015,ȱp.ȱ1371).ȱ ȱ %QPENWUKQP ȱ InȱteachingȱaȱnewȱorȱnonȬtraditionalȱcourse,ȱstudents’ȱnarrativeȱfeedbackȱcanȱ beȱinvaluable.ȱWhileȱtheȱemphasisȱonȱassessmentȱtypicallyȱrequiresȱpreȬordainedȱclassȱ objectivesȱbeforeȱtheȱclassȱisȱactuallyȱunderway,ȱitȱisȱpossibleȱthatȱaȱcourseȱmayȱhaveȱ significantȱ educationalȱ benefitȱ thatȱ isȱ notȱ anticipated.ȱ Inȱ evaluatingȱ aȱ capstoneȱ undergraduateȱresearchȱexperience,ȱoneȱofȱtheȱbenefitsȱnotedȱbyȱstudentsȱinȱaȱfocusȱ groupȱwasȱanȱexperienceȱofȱoneselfȱasȱpartȱofȱtheȱcommunityȱofȱscientistsȱasȱwellȱasȱ havingȱtheȱexperienceȱofȱbeingȱinȱaȱprofessionalȱroleȱ(Searightȱetȱal.,ȱ2010),ȱneitherȱofȱ whichȱwereȱevenȱconsideredȱasȱeducationalȱobjectives.ȱInȱadditionȱtoȱstudentȱlearningȱ andȱtheȱdevelopmentȱofȱcriticalȱthinkingȱskills,ȱdiaries,ȱasȱopposedȱtoȱtheȱtraditionalȱ standardizedȱ ratingȱ scalesȱ usedȱ toȱ assessȱ courseȱ outcomes,ȱ mayȱ revealȱ aȱ course’sȱ unintendedȱbenefitsȱforȱstudents’ȱcognitiveȱandȱpsychosocialȱdevelopment.ȱ ȱ 4GHGTGPEGU ȱ AleksandrovaȬYankulovska,ȱS.ȱ(2016).ȱAnȱ Americanȱ Associationȱ ofȱ Universityȱ innovativeȱapproachȱtoȱteachingȱbioethicsȱ Professors.ȱ (2014).ȱ Onȱ triggerȱ warnings.ȱ inȱ managementȱ ofȱ healthcare.ȱ Nursingȱ https://www.aaup.org/report/triggerȬ Ethics,ȱ23(2),ȱ167Ȭ175.ȱ warningsȱ ȱ

44 Volumeȱ15 ȣȱ 2020ȱ Andrews,ȱT.ȱM.,ȱLeonard,ȱM.ȱJ.,ȱColgrove,ȱ Haidt,ȱ J.ȱ (2012).ȱTheȱ righteousȱ mind:ȱ Whyȱ C.ȱA.,ȱ&ȱKalinowski,ȱS.ȱT.ȱ(2011).ȱActiveȱ goodȱ peopleȱ areȱ dividedȱ byȱ politicsȱ andȱ learningȱ notȱ associatedȱ withȱ studentȱ religion.ȱVintage.ȱ learningȱ inȱ aȱ randomȱ sampleȱ ofȱ collegeȱ ȱ biologyȱ courses.ȱ CBEȬLifeȱ Sciencesȱ Haidt,ȱJ.,ȱGraham,ȱJ.,ȱ&ȱJoseph,ȱC.ȱ(2009).ȱ Education,ȱ10(4),ȱ394Ȭ405.ȱ Aboveȱ andȱ belowȱ left–right:ȱ Ideologicalȱ https://doi.org/10.1187/ȱcbe.11Ȭ07Ȭ0061ȱ narrativesȱ andȱ moralȱ ȱ foundations.ȱPsychologicalȱ Inquiry,ȱ20(2Ȭ Blasco,ȱ P.ȱ G.,ȱ Moreto,ȱ G.,ȱ &ȱ Pessini,ȱ L.ȱ 3),ȱ110Ȭ119.ȱ (2018).ȱ Usingȱ movieȱ clipsȱ toȱ promoteȱ ȱ reflectiveȱ practice:ȱ Aȱ creativeȱ approachȱ Hyers,ȱL.ȱL.ȱ(2018).ȱDiaryȱmethods.ȱOxfordȱ forȱ teachingȱ ethics.ȱAsianȱ Bioethicsȱ UniversityȱPressȱ Review,ȱ10(1),ȱ75Ȭ85.ȱ ȱ ȱ Jonsen,ȱA.ȱR.ȱ(2007).ȱTheȱGodȱsquadȱandȱ Boysen,ȱ G.ȱ A.ȱ (2017).ȱ EvidenceȬbasedȱ theȱ originsȱ ofȱ transplantationȱ ethicsȱ andȱ answersȱ toȱ questionsȱ aboutȱ triggerȱ policy.ȱ Theȱ Journalȱ ofȱ Law,ȱ Medicineȱ &ȱ warningsȱ forȱ clinicallyȬbasedȱ distress:ȱ Aȱ Ethics,ȱ35(2),ȱ238Ȭ240ȱ reviewȱforȱteachers.ȱScholarshipȱofȱTeachingȱ ȱ Law,ȱM.,ȱKwong,ȱW.,ȱFriesen,ȱF.,ȱVeinot,ȱ andȱLearningȱinȱPsychology,ȱ3(2),ȱ163Ȭ177ȱ ȱ P.,ȱ &ȱ Ng,ȱ S.ȱ L.ȱ (2015).ȱ Theȱ currentȱ Braun,ȱV.,ȱ&ȱClarke,ȱV.ȱ(2012).ȱThematicȱ landscapeȱ ofȱ televisionȱ andȱ moviesȱ inȱ analysis.ȱ Inȱ H.ȱ Cooperȱ (Ed.),ȱ APAȱ medicalȱeducation.ȱPerspectivesȱonȱMedicalȱ handbookȱofȱresearchȱmethodsȱ inȱ psychologyȱ Education,ȱ4(5),ȱ218Ȭ224ȱ (vol.ȱ 2,ȱ pp.ȱ 57Ȭ71).ȱ Americanȱ ȱ Leffel,ȱG.ȱM.,ȱMueller,ȱR.ȱA.ȱO.,ȱCurlin,ȱF.ȱ PsychologicalȱAssociation.ȱȱ ȱ A.,ȱ&ȱYoon,ȱJ.ȱD.ȱ(2015).ȱRelevanceȱofȱtheȱ BrettȬMacLean,ȱP.ȱJ.,ȱCave,ȱM.ȱT.,ȱYiu,ȱV.,ȱ rationalist–intuitionistȱ debateȱ forȱ ethicsȱ Kelner,ȱD.,ȱ&ȱRoss,ȱD.ȱJ.ȱ(2010).ȱFilmȱasȱaȱ andȱ professionalismȱ inȱ medicalȱ meansȱ toȱ introduceȱ narrativeȱ reflectiveȱ education.ȱ Advancesȱ inȱ Healthȱ Sciencesȱ practiceȱ inȱ medicineȱ andȱ dentistry:ȱ Aȱ Education,ȱ20(5),ȱ1371Ȭ1383.ȱȱ beginningȱstoryȱpresentedȱinȱthreeȱparts.ȱ ȱ Mcquiggan,ȱS.ȱW.,ȱRowe,ȱJ.ȱP.,ȱLee,ȱS.,ȱ&ȱ ReflectiveȱPractice,ȱ11(4),ȱ499Ȭ516.ȱ ȱ Lester,ȱ J.ȱ C.ȱ (2008,ȱ June).ȱ StoryȬbasedȱ Buchbinder,ȱ M.ȱ (2017).ȱ Extremis:ȱ Aȱ learning:ȱ Theȱ impactȱ ofȱ narrativeȱ onȱ documentaryȱlookȱatȱendȬofȬlifeȱdecisionsȱ learningȱexperiencesȱandȱoutcomes.ȱInȱB.ȱ inȱtheȱICU.ȱJAMA,ȱ317(3),ȱ240Ȭ241.ȱ P.ȱ Woolf,ȱ E.ȱ Aïmeur,ȱ R.ȱ Nkambou,ȱ &ȱ S.ȱ ȱ Lajoieȱ (Eds.),ȱ Internationalȱ Conferenceȱ onȱ CookȬSather,ȱ A.,ȱ Bovill,ȱ C.,ȱ &ȱ Felten,ȱ P.ȱ IntelligentȱTutoringȱSystemsȱ(pp.ȱ530Ȭ539).ȱ (2014).ȱEngagingȱ studentsȱ asȱ partnersȱ inȱ Springer.ȱ learningȱ andȱ teaching:ȱ Aȱ guideȱ forȱ faculty.ȱȱ ȱ JohnȱWileyȱ&ȱSons.ȱ Mott,ȱB.ȱW.,ȱCallaway,ȱC.ȱB.,ȱZettlemoyer,ȱ ȱ L.ȱ S.,ȱ Lee,ȱ S.ȱ Y.,ȱ &ȱ Lester,ȱ J.ȱ C.ȱ (1999,ȱ Cruzanȱv.ȱDirector,ȱMissouriȱDepartmentȱ November).ȱ Towardsȱ narrativeȬcenteredȱ ofȱHealth,ȱ497ȱU.S.ȱ261ȱ(1990)ȱ learningȱ environments.ȱ Paperȱ presentedȱ ȱ Elliott,ȱ C.ȱ (2010).ȱWhiteȱ coat,ȱ blackȱ hat:ȱ atȱ theȱ Proceedingsȱ ofȱ theȱ 1999ȱ AAAIȱ fallȱ Adventuresȱ onȱ theȱ darkȱ sideȱ ofȱ medicine.ȱ symposiumȱonȱnarrativeȱintelligenceȱ(pp.ȱ78Ȭ BeaconȱPressȱ 82).ȱ

InSight:ȱAȱJournalȱofȱScholarlyȱTeachingȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱ ȱ ȱ45ȱ Nationalȱ Collaboratingȱ Centreȱ forȱ Healthyȱ Silverman,ȱ H.ȱ J.ȱ (1999).ȱ Descriptionȱ ofȱ anȱ Publicȱ Policyȱ (2010).ȱ Ethicalȱ questionsȱ ethicsȱcurriculumȱforȱaȱmedicineȱresidencyȱ duringȱaȱpandemic:ȱCaseȱstudies.ȱNcchpp.caȱ program.ȱWesternȱJournalȱofȱMedicine,ȱ170(4),ȱ ȱ 228Ȭ231.ȱ Perry,ȱ W.ȱ G.ȱ (1999).ȱFormsȱ ofȱ ethicalȱ andȱ ȱ intellectualȱdevelopmentȱinȱtheȱcollegeȱyears:ȱAȱ Smith,ȱ A.ȱ (2016).ȱExperientialȱ learning.ȱ scheme.ȱJosseyȬBass.ȱ EdwardȱElgarȱPublishingȱLimited.ȱ ȱ ȱ Rosenthal,ȱM.ȱS.ȱ(2018).ȱClinicalȱethicsȱonȱfilm:ȱ Wyatt,ȱ W.ȱ (2016).ȱ Theȱ ethicsȱ ofȱ triggerȱ Aȱguideȱforȱmedicalȱeducators.ȱSpringer.ȱ warnings.ȱTeachingȱEthics,ȱ16(1),ȱ17Ȭ35.ȱ ȱ ȱ Searight,ȱH.ȱR.,ȱ&ȱAllmayer,ȱS.ȱ(2014,).ȱTheȱ YapȬFigueras,ȱ J.ȱ G.ȱ (2013).ȱ Caseȱ studyȱ useȱofȱfeatureȱfilmȱtoȱteachȱmedicalȱethics:ȱ discussionȱ forȱ students’ȱ comprehensionȱ ofȱ Overviewȱ andȱ assessment.ȱȱInternationalȱ theȱ fourȱ bioethicsȱ principles.ȱ Westȱ Visayasȱ JournalȱofȱModernȱEducationȱForum,ȱ3,ȱ1Ȭ6.ȱ StateȱUniversityȱResearchȱJournal,ȱ2(2),ȱ43Ȭ53.ȱ ȱ Searight,ȱ H.ȱ R.,ȱ Ratwik,ȱ S.,ȱ &ȱ Smith,ȱ T.ȱ (2010).ȱ“Hey,ȱIȱcanȱdoȱthis!”:ȱTheȱbenefitsȱofȱ conductingȱ undergraduateȱ psychologyȱ researchȱ forȱ youngȱ adultȱ development.ȱ InSight:ȱAȱJournalȱofȱScholarlyȱTeaching,ȱ5,ȱ106Ȭ 114.ȱ ȱ #RRGPFKEGU #RRGPFKZ# SummaryȱofȱSelectedȱEthicalȱTheoriesȱInfluencingȱBiomedicineȱȱ ȱ Theoryȱȱ AssociatedȱTheorist(s)ȱ KeyȱConceptsȱ Deontologyȱ Kantȱ “Categoricalȱ Imperative”—absoluteȱ moralȱprinciples;ȱDuties;ȱspecificȱmoralȱ rulesȱ toȱ beȱ followedȱȱPeopleȱ shouldȱ neverȱbeȱaȱmeansȱtoȱanȱendȱ Utilitarianismȱ Mill,ȱBenthamȱ Morallyȱ correctȱ actionsȱ areȱ thoseȱ thatȱ leadȱ toȱ theȱ greatestȱ benefitȱ forȱ theȱ greatestȱnumberȱofȱpeopleȱ Principlismȱ Beauchampȱ&ȱChildressȱ Morallyȱ correctȱ decisionsȱ requireȱ attentionȱ toȱȱprinciplesȱ ofȱ Autonomy;ȱ Beneficence;ȱNonȬMaleficence;ȱJusticeȱ Virtuesȱ Hippocrates;ȱThomasmaȱ Emphasizesȱ moralȱ character;ȱ Desirableȱ &ȱPellegrinoȱ characteristicsȱ ofȱ healthȱ careȱ providerȱ includeȱ prudence,ȱ selfȬeffacement,ȱ respectȱforȱpersons,ȱetc.ȱ Libertarianismȱȱ Nozickȱ Emphasizesȱ individualȱ autonomy,ȱ freeȱ choiceȱandȱopposesȱexternalȱconstraintsȱ suchȱ asȱ thoseȱ ofȱ governmentȱ orȱ principlesȱthatȱimplyȱaȱdutyȱtoȱothersȱ Sources:ȱBeauchamp,ȱT.ȱL.,ȱ&ȱChildress,ȱJ.ȱF.ȱ(2013).ȱPrinciplesȱofȱBiomedicalȱEthics.ȱ(7thȱed.).ȱ OxfordȱUniversityȱPress.ȱPence,ȱG.ȱ(2016).ȱMedicalȱethics:ȱAccountsȱofȱgroundbreakingȱcasesȱ (8thȱed.).ȱMcGrawȬHill.ȱ

46 Volumeȱ15 ȣȱ 2020ȱ #RRGPFKZ$ FilmsȱfromȱtheȱCourse,ȱAssociatedȱEthicalȱConcepts,ȱandȱExamplesȱofȱReflectionȱQuestionsȱ ȱ Filmȱ Topicȱ EthicalȱConceptsȱ ExampleȱQuestionsȱ Witȱ Professorȱreceivesȱ Informedȱconsent;ȱ Immediatelyȱafterȱ experimentalȱ autonomy,ȱ presentingȱtheȱ treatmentȱforȱcancerȱ physicianȱvirtues;ȱ diagnosis,ȱDr.ȱ atȱtheȱendȱofȱlifeȱ Deontologyȱ KelekianȱenrollsȱDr.ȱ Bearingȱinȱaȱ treatmentȱstudyȱ thatȱheȱisȱ overseeing.ȱȱTheȱ informationȱthatȱ shouldȱbeȱ presentedȱforȱ adequateȱpatientȱ informedȱconsentȱ forȱmedicalȱ researchȱ(comparedȱ withȱconventionalȱ treatment)ȱshouldȱ beȱmoreȱdetailedȱ withȱaȱclearȱ descriptionȱofȱ possibleȱrisks.ȱDoȱ youȱthinkȱthatȱDr.ȱ Bearing’sȱconsentȱisȱ genuinelyȱinformedȱ ?ȱ WhoseȱLifeȱisȱitȱ Successfulȱartist,ȱ Patientȱautonomy;ȱ Twoȱelementsȱthatȱ Anywayȱ?ȱ paralyzedȱafterȱ Rightȱtoȱdie;ȱ Kenȱseemsȱtoȱseeȱasȱ accident,ȱseeksȱtoȱ Beneficence;ȱ essentialȱtoȱ endȱhisȱlifeȱwhileȱinȱaȱ Libertarianismȱȱȱ personhoodȱareȱhisȱ hospitalȱ abilityȱtoȱfunctionȱ sexuallyȱandȱhisȱ abilityȱtoȱfollowȱhisȱ vocationȱasȱaȱ sculptor.ȱȱWhatȱisȱ yourȱassessmentȱofȱ thisȱdefinitionȱ?ȱ YouȱDon’tȱKnowȱ JackȱKevorkian,ȱ Patientȱautonomy;ȱ Inȱtheȱearlyȱcasesȱofȱ Jackȱ physicianȬassistedȱ Rightȱtoȱdie;ȱ patientsȱthatȱheȱ suicideȱ patientȱdecisionȬ assisted,ȱKevorkianȱ ȱ makingȱcapacity;ȱ discussesȱorganȱ Beneficence,ȱȱNonȬ transplantation.ȱAtȱ maleficence;ȱ oneȱpointȱheȱsaysȱtoȱ Libertarianismȱȱ aȱpatient,ȱyourȱ organsȱcanȱgoȱtoȱaȱ

InSight:ȱAȱJournalȱofȱScholarlyȱTeachingȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱ ȱ ȱ47ȱ moreȱȈȱusefulȈȱ citizen.ȱȱConsiderȱ thisȱargumentȱfromȱ theȱethicalȱtheoriesȱ usedȱinȱmedicineȱ–ȱ whichȱperspectiveȱ wouldȱsupportȱhisȱ statementȱandȱ whichȱperspectiveȱ mightȱnot?ȱ Extremeȱ Homelessȱmenȱareȱ Deontology;ȱ Dr.ȱMyrickȱmakesȱ Measuresȱ usedȱinȱaȱphysician’sȱ Utilitarianism,ȱ theȱcaseȱthatȱbyȱ projectȱtoȱdevelopȱaȱ InformedȱConsentȱ havingȱhomelessȱ cureȱforȱhemiȬparesisȱ menȱparticipateȱinȱ hisȱresearch,ȱheȱhasȱ providedȱthemȱwithȱ aȱproductiveȱroleȱ whichȱcontributesȱ toȱsociety.ȱFromȱtheȱ perspectiveȱofȱ ethicalȱtheories,ȱ couldȱMyrickȇsȱ positionȱbeȱ supported?ȱWhichȱ ethicalȱprinciplesȱ wouldȱbeȱinvokedȱ toȱdisputeȱthisȱ practice?ȱ Contagionȱ Aȱdiseaseȱepidemicȱ Ethicalȱissuesȱ Beginningȱwithȱtheȱ withoutȱaȱcureȱorȱ arisingȱinȱanȱ funeralȱdirector,ȱ vaccineȱforȱ epidemic;ȱJusticeȱinȱ altruisticȱmotivesȱ preventionȱcausesȱ allowingȱaccessȱtoȱ appearȱtoȱbeȱ largeȬscaleȱsocialȱ limitedȱresources;ȱ evaporating.ȱȱDoȱ breakdownȱ Utilitarianismȱ youȱthinkȱthat,ȱinȱaȱ situationȱofȱthisȱ type,ȱmostȱpeopleȱ wouldȱbeȱ“outȱforȱ themselves,”ȱ(e.g.,ȱ stealingȱfood,ȱ refusingȱtoȱhelpȱ othersȱwhoȱareȱill)?ȱ SideȱEffectsȱ Pharmaceuticalȱ Honesty,ȱIntegrity;ȱ Physiciansȱoftenȱ industry;ȱnewȱdrugȱ Virtues;ȱConflictsȱ insistȱthatȱ withȱknownȱseriousȱ ofȱInterestȱȱ pharmaceuticalȱ sideȱeffectsȱmarketedȱ representativesȱandȱ byȱpharmaceuticalȱ theȱgiftsȱtheyȱ representativeȱwithȱ provideȱhaveȱnoȱ impactȱonȱtheirȱ

48 Volumeȱ15 ȣȱ 2020ȱ minimalȱknowledgeȱ prescribingȱ ofȱpharmacotherapyȱȱ practices.ȱDoȱyouȱ thinkȱthisȱisȱtrue?ȱ MissȱEvers’ȱBoysȱ Tuskegeeȱsyphilisȱ Elementsȱofȱ Itȱappearsȱthatȱtheȱ study;ȱResearchȱ InformedȱConsentȱ U.S.ȱPublicȱHealthȱ Ethics;ȱInformedȱ inȱResearch;ȱ Serviceȱhadȱ Consent;ȱ Deception;ȱ stereotypesȱaboutȱ Exploitationȱofȱ Utilitarianism;ȱ theȱAfricanȱ minorityȱpopulationsȱ Deontologyȱ Americanȱmenȱ beingȱ“treated.”ȱȱȱ Whatȱwereȱtheseȱ stereotypes?ȱȱHowȱ didȱtheseȱviewsȱȱ influenceȱtheȱchoiceȱ ofȱparticipantsȱforȱ theȱstudy?ȱ Extremisȱȱ Documentaryȱ DecisionȬmakingȱ Inȱdiscussionsȱ depictingȱfamiliesȱ processesȱaboutȱ betweenȱfamilyȱ andȱpatientsȱinȱaȱ continuedȱ membersȱasȱwellȱasȱ hospitalȱintensiveȱ treatmentȱandȱlifeȱ betweenȱfamiliesȱ careȱunitȱengagedȱinȱ supportȱinȱ andȱphysicians,ȱ endȬofȬlifeȱdecisionȬ seriouslyȱillȱ whichȱethicalȱ makingȱ patients;ȱDecisionȬ principlesȱappearȱtoȱ makingȱcapacity;ȱ beȱparticularlyȱ Familyȱdynamicsȱ influential?ȱȱ inȱendȬofȬlifeȱcareȱȱ TheȱDivingȱBellȱ ElleȱEditor,ȱJeanȬ Personhood;ȱ JohnȱHardwig,ȱaȱ andȱtheȱButterflyȱ DominiqueȱBeaubyȱ Autonomy;ȱ medicalȱethicist,ȱ suffersȱaȱmassiveȱ Deontologyȱ wroteȱanȱarticleȱ strokeȱandȱisȱleftȱ entitled,ȱ“Whatȱ withȱ“lockedȱinȱ aboutȱtheȱfamily?”ȱ syndrome”ȱinȱwhichȱ inȱwhichȱheȱarguesȱ heȱisȱnearlyȱ thatȱtheȱfamilyȱofȱ completelyȱ theȱpatientȱhasȱ paralyzedȱbutȱhisȱ rightsȱandȱ cognitiveȱfunctioningȱ responsibilitiesȱinȱ isȱpreservedȱȱ situationsȱlikeȱthatȱ depictedȱinȱtheȱfilm.ȱ Itȱappearsȱthatȱ Beauby’sȱsocialȱ networkȱ(healthȱ careȱstaff,ȱfamily,ȱ friends,ȱexȬwife,ȱ andȱmistress)ȱwantȱ Beaubyȱtoȱcontinueȱ living.ȱDoesȱheȱ haveȱanyȱdutiesȱorȱ

InSight:ȱAȱJournalȱofȱScholarlyȱTeachingȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱ ȱ ȱ49ȱ responsibilitiesȱtoȱ theseȱpeople?ȱ Awakeningsȱȱ Patientsȱwho,ȱasȱaȱ PhysicianȱVirtues;ȱ Wasȱtheȱimpactȱofȱ resultȱofȱtheȱ Utilitarianism;ȱ patientsȱbeingȱ encephalitisȱ Autonomy;ȱ “awakened’ȱandȱ epidemicȱofȱ1917Ȭ18,ȱ Beneficence;ȱNonȬ recognizingȱthatȱ areȱinȱaȱcatatonicȱ maleficence;ȱȱ theyȱhadȱlostȱ state,ȱareȱtreatedȱ InformedȱConsentȱȱ decadesȱofȱtheirȱ withȱLȬDopa.ȱTheyȱ livesȱgivenȱ “awaken”ȱbutȱafterȱ considerationȱinȱ severalȱmonths,ȱ usingȱLȬDopaȱ developȱpronouncedȱ treatment?ȱ sideȱeffectsȱandȱtheȱ ȱ treatmentȱisȱ withdrawn.ȱ ȱ ȱ H.ȱRussellȱSearightȱisȱProfessorȱofȱPsychologyȱatȱLakeȱSuperiorȱStateȱUniversity.ȱHeȱreceivedȱ hisȱPhDȱinȱClinicalȱPsychologyȱfromȱ Saintȱ Louisȱ Universityȱ andȱ laterȱ earnedȱ aȱ Mastersȱ ofȱ Publicȱ Healthȱ fromȱ Saintȱ Louisȱ Universityȱ Schoolȱ ofȱ Publicȱ Health.ȱ Hisȱ currentȱ researchȱ interestsȱincludeȱtheȱuseȱofȱqualitativeȱmethodsȱforȱeducationalȱassessment,ȱtheȱimpactȱofȱhigherȱ educationȱonȱemergingȱadults’ȱpsychosocialȱdevelopment,ȱtheȱsocialȱhistoryȱofȱpsychologyȱandȱ psychiatry,ȱandȱmedicalȱethicsȱ ȱ AlyssaȱBurnashȱisȱcurrentlyȱcompletingȱBSȱdegreesȱinȱbothȱPsychologyȱandȱCriminalȱJusticeȱatȱ LakeȱSuperiorȱStateȱUniversity.ȱȱ ȱ MollyȱCampbellȱreceivedȱherȱBSȱinȱBiochemistryȱfromȱLakeȱSuperiorȱStateȱUniversityȱinȱspring,ȱ 2019.ȱSheȱisȱcurrentlyȱinȱherȱfirstȱyearȱofȱmedicalȱschoolȱ(MDȱclassȱofȱ2023)ȱatȱtheȱUniversityȱ ofȱOttawaȱFacultyȱofȱMedicine.ȱ ȱ MeganȱChmielewskiȱreceivedȱherȱBSȱinȱBiologyȱfromȱLakeȱSuperiorȱStateȱUniversityȱinȱSpring,ȱ 2019.ȱSheȱisȱcurrentlyȱaȱLaboratoryȱTechnicianȱforȱBetcoȱCorporation.ȱ ȱ Morganȱ Edmondsȱ isȱ currentlyȱ completingȱ aȱ BSȱ inȱ Internationalȱ Businessȱ withȱ aȱ minorȱ inȱ AccountingȱatȱLakeȱSuperiorȱStateȱUniversity.ȱȱ ȱ HeatherȱGreggȱreceivedȱherȱBSȱinȱBiologyȱwithȱaȱminorȱinȱBiochemistryȱfromȱLakeȱSuperiorȱ Stateȱ Universityȱ inȱ Spring,ȱ 2019.ȱ Sheȱ isȱ currentlyȱ inȱ theȱ graduateȱ programȱ inȱ Molecularȱ BiologyȱatȱMichiganȱStateȱUniversity.ȱȱ ȱ LyndseyȱRenȱJohnsonȱisȱcurrentlyȱcompletingȱaȱBSȱinȱPsychologyȱwithȱaȱminorȱinȱTheatreȱatȱ LakeȱSuperiorȱStateȱUniversity.ȱ ȱ EllieȱLytleȱreceivedȱaȱBSȱinȱPsychologyȱwithȱaȱminorȱinȱBiochemistryȱfromȱLakeȱSuperiorȱStateȱ Universityȱ inȱ Spring,ȱ 2019.ȱ Sheȱ isȱ planningȱ onȱ enteringȱ aȱ Physicianȱ Assistantȱ graduateȱ program.ȱȱ

50 Volumeȱ15 ȣȱ 2020ȱ KatelynȱMillsȱreceivedȱherȱBSȱinȱPsychologyȱwithȱaȱminorȱinȱCounselingȱfromȱLakeȱSuperiorȱ StateȱUniversityȱinȱSpring,ȱ2019.ȱSheȱisȱcurrentlyȱpursuingȱaȱMaster’sȱdegreeȱinȱExperimentalȱ PsychologyȱatȱOaklandȱUniversityȱinȱAuburnȱHills,ȱMichiganȱ ȱ NatalieȱNowakȱisȱcompletingȱaȱBSȱinȱPsychologyȱwithȱanȱadditionalȱconcentrationȱinȱSpecialȱ EducationȱatȱLakeȱSuperiorȱStateȱUniversity.ȱ ȱ CamdynȱOdykirkȱisȱcurrentlyȱcompletingȱaȱBSȱinȱPremedicalȱStudiesȱwithȱaȱmajorȱinȱBiologyȱ andȱaȱminorȱinȱChemistryȱatȱLakeȱSuperiorȱStateȱUniversity.ȱ ȱ KaycieȱRachelsȱisȱcurrentlyȱcompletingȱaȱBSȱdegreeȱandȱisȱinȱtheȱPreȬNursingȱprogramȱatȱLakeȱ SuperiorȱStateȱUniversity.ȱ ȱ Mikaylaȱ Schrotenboerȱ isȱ currentlyȱ completingȱ aȱ BSȱ inȱ Nursingȱ atȱ Lakeȱ Superiorȱ Stateȱ University.ȱ ȱ Sierraȱ Strutzȱ willȱ beȱ completingȱ herȱ BSȱ degreeȱ inȱ Biochemistryȱ andȱ Associate’sȱ Degreeȱ inȱ ChemistryȱatȱLakeȱSuperiorȱStateȱUniversityȱinȱSpring,ȱ2020.ȱ ȱ TeresaȱVanDykeȱisȱcurrentlyȱcompletingȱaȱBSȱdegreeȱinȱFireȱScienceȱwithȱaȱminorȱinȱParamedicȱ TechnologyȱatȱLakeȱSuperiorȱStateȱUniversity.ȱ ȱ SydneyȱZukeȱisȱcurrentlyȱcompletingȱaȱBSȱinȱKinesiologyȱwithȱaȱconcentrationȱinȱRehabilitationȱ SciencesȱandȱaȱminorȱinȱBiologyȱatȱLakeȱSuperiorȱStateȱUniversity.ȱȱ ȱ Michaelȱ Zurekȱ isȱ currentlyȱ completingȱ aȱ BSȱ inȱ Computerȱ Scienceȱ atȱ Lakeȱ Superiorȱ Stateȱ Universityȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ “First,ȱengagingȱinȱSoTLȱimprovesȱstudentȱlearningȱbecauseȱitȱaffectsȱhowȱfacultyȱ membersȱthinkȱaboutȱteachingȱandȱlearningȱopportunitiesȱforȱtheirȱstudents.ȱSecond,ȱ contributionsȱtoȱtheȱfieldȱofȱteachingȱareȱimprovedȱandȱenhanced.ȱThird,ȱengagingȱinȱ SoTLȱenrichesȱone’sȱexperiencesȱasȱaȱteacher.”ȱ ~CathyȱBishopȬClarkȱ(2012).ȱEngagingȱinȱtheȱScholarshipȱofȱTeachingȱandȱLearning:ȱAȱ GuideȱtoȱtheȱProcessȱandȱHowȱtoȱDevelopȱaȱProjectȱfromȱStartȱtoȱFinishȱ

InSight:ȱAȱJournalȱofȱScholarlyȱTeachingȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱ ȱ ȱ51ȱ