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<p>Ethics education in the health sciences requires approaches that move beyond theoretical principles to active, situated experiences. This study explored professors’ reflections on the use of EthicApp, a digital platform that scaffolds ethical reasoning through individual reflection, anonymous deliberation, and group discussion. A qualitative exploratory–descriptive study was conducted with four professors teaching an undergraduate midwifery course. Data were collected through reflective logs, observation notes, and collective meetings, and analyzed using Braun and Clarke’s six-phase thematic analysis. Findings indicate that anonymity created psychological safety, the platform’s structured phases scaffolded reflection, and simulated dilemmas helped connect theory and practice. These mechanisms supported critical thinking, equitable participation, and situated learning. The study’s originality lies in shifting the focus from student outcomes to professors’ perspectives, offering a distinctive contribution to ethics education research.</p>

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Technology-Scaffolded Ethical Deliberation in Midwifery Education: Professors’ Reflections on a Digital Case-Based Experience

  • 期刊论文

  • 发表日期：

    2026年2月18日

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  • María José Cornejo-Moreno,
  • Macarena Martínez-Órdenes,
  • Camila Rojas-Cáceres,
  • Camila Barahona

摘要

Ethics education in the health sciences requires approaches that move beyond theoretical principles to active, situated experiences. This study explored professors’ reflections on the use of EthicApp, a digital platform that scaffolds ethical reasoning through individual reflection, anonymous deliberation, and group discussion. A qualitative exploratory–descriptive study was conducted with four professors teaching an undergraduate midwifery course. Data were collected through reflective logs, observation notes, and collective meetings, and analyzed using Braun and Clarke’s six-phase thematic analysis. Findings indicate that anonymity created psychological safety, the platform’s structured phases scaffolded reflection, and simulated dilemmas helped connect theory and practice. These mechanisms supported critical thinking, equitable participation, and situated learning. The study’s originality lies in shifting the focus from student outcomes to professors’ perspectives, offering a distinctive contribution to ethics education research.