| planning side |
competence |
planners’ lack of competence in ethics |
| differences in trainees’ ethics competence |
| lack of ethics experts in the organization |
| system |
unable to secure staff to focus on training |
| one-person system with no one to consult |
| burdened by the time required for preparation |
| high turnover of training staff on an annual basis |
| no ongoing training to improve skills |
| unable to secure facilitators |
| planning |
lecture topics |
how to teach things that don't have answers? |
| topics are difficult |
| stuck in a rut |
| sharing opinions and progress |
creating an atmosphere that acknowledges different values |
| providing an opportunity to become aware of everyday ethics |
| presentations and sharing of opinions tend to be redundant |
| discussions do not progress well |
| facilitation is inadequate |
| trainees and level settings |
multi professions are not participating |
| whether the training is appropriate for each clinical ladder |
| not being able to meet the needs of each trainee |
| goal |
where to set the theme |
| there is a mismatch between goals and learning content |
| the level of difficulty is set too low |
| learning outcomes |
where to focus |
| cannot achieve learning outcomes |
| selection of case studies |
whether they are appropriate as examples |
| similar examples are used |
| privacy should be taken into consideration |
| whether on-site problems can be presented |
| selection of instructors and ensuring that they are well qualified |
whether the qualifications of instructors are appropriate |
| ensuring that instructors are well versed in ethics |
| selection of case study analysis methods |
whether effective methods are selected |
| difficulty in deepening understanding of analysis methods |
| training hours |
too short and the content is not conveyed |
| lack of time for exercises |
| trainee's side |
differences in trainee readiness |
belong to different departments |
| become less motivated each year |
| few participants |
| perceive that ethics is difficult |
| large knowledge gaps |
difficulty capturing knowledge in advance |
| inconsistent levels of knowledge |
| value differences in the planning side |
how to appeal to the sensibilities of Generation Z? |
| not feeling a dilemma |
| passive attitude |
not speaking up or expressing an opinion |
| just listening to the lecture |
| a tendency to find answers too quickly |
sticking to the right answer |
| trying to find answers too quickly |
| translation into practice |
the training is not translated into clinical practice |
content of the training is not clinically applicable |
| concepts and clinical practice cannot be integrated |
| there is no system to apply the learning in training to clinical practice |
ethics conferences in wards are not taking root |
| not used to discussing ethics |
| the use of training in practice cannot be evaluated |
unable to identify clinical uses in detail |
| no method to assess specific uses |