LEARNING THROUGH THE CASE STUDY METHOD BASED ON ETHICAL ISSUES AT THE UNIVERSITY AND APPLIED TO THE EMPLOYMENT SPHERE

Introduction:
Case study method is defined as a method of learning based on active participation, collaboration and democratic dialogue among students about a real situation.

Purpose:
The aim of this study is to present the strategy of utilization of the case study method applied to the study of professional ethics in Physiotherapy regarding the subject Clinical Stays III.

Methods:
A collaborative learning methodology was carried out: the case study method. We applied this methodology to the subject Clinical Stays III, in order to study professional ethics in Physiotherapy. A one-hour group session was scheduled. Students were divided in groups of 4-5 people and problem cases were conducted. In all cases, the teacher interrupted the situation just before the moment of decision-making or the beginning of an action. Nevertheless, all data required for the analysis were presented. Afterwards, decision-making was performed.

Results:
This abstract presents the strategy of use of the case study method for the study of professional ethics in Physiotherapy. As said before, one group session was established. Each group had to prepare a clinical case, following these points: it had to be feasible, opened and susceptible of discussion; all the cases presented had to be related to their personal experience regarding the hospital practical sessions; and had to present appropriate questions. Firstly, each group presented their clinical case to the rest of the classroom, following the rules previously described. Secondly, each group solved the clinical case and answered briefly to the questions. Thirdly, each group exposed to the rest of the pupils the clinical case and the different steps they followed in order to solve it. Afterwards, the classroom was divided in several groups and the solution was discussed during 30 minutes to compare the different ideas and statements. Finally, each group elected one person to represent them and a final discussion was performed. Then, we promoted active participation, motivated the pupils and taught how to analyze and to solve problems. In addition, acceptance of different ideas was improved.

Conclusions:
The clinical case methodology we present is a suitable option regarding the study of professional ethics in Clinical Stays III. The use of this technique can promote interest between pupils and help to achieve learning objectives of professional ethics in Physiotherapy.

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