Dataset Information

LogiKEy workbench: Deontic logics, logic combinations and expressive ethical and legal reasoning (Isabelle/HOL dataset).

ABSTRACT: The LogiKEy workbench and dataset for ethical and legal reasoning is presented. This workbench simultaneously supports development, experimentation, assessment and deployment of formal logics and ethical and legal theories at different conceptual layers. More concretely, it comprises, in form of a dataset (Isabelle/HOL theory files), formal encodings of multiple deontic logics, logic combinations, deontic paradoxes and normative theories in the higher-order proof assistant system Isabelle/HOL. The data were acquired through application of the LogiKEy methodology, which supports experimentation with different normative theories, in different application scenarios, and which is not tied to specific logics or logic combinations. Our workbench consolidates related research contributions of the authors and it may serve as a starting point for further studies and experiments in flexible and expressive ethical and legal reasoning. It may also support hands-on teaching of non-trivial logic formalisms in lecture courses and tutorials. The LogiKEy methodology and framework is discussed in more detail in the companion research article titled "Designing Normative Theories for Ethical and Legal Reasoning: LogiKEy Framework, Methodology, and Tool Support" [5].

SUBMITTER: Benzmuller C

PROVIDER: S-EPMC7586073 | biostudies-literature |

REPOSITORIES: biostudies-literature

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Project description:Background:Medical students transitioning into professional practice feel underprepared to deal with the emotional complexities of real-life ethical situations. Simulation-based learning (SBL) may provide a safe environment for students to probe the boundaries of ethical encounters. Published studies of ethics simulation have not generated sufficiently deep accounts of student experience to inform pedagogy. The aim of this study was to understand students' lived experiences as they engaged with the emotional challenges of managing clinical ethical dilemmas within a SBL environment. Methods:This qualitative study was underpinned by an interpretivist epistemology. Eight senior medical students participated in an interprofessional ward-based SBL activity incorporating a series of ethically challenging encounters. Each student wore digital video glasses to capture point-of-view (PoV) film footage. Students were interviewed immediately after the simulation and the PoV footage played back to them. Interviews were transcribed verbatim. An interpretative phenomenological approach, using an established template analysis approach, was used to iteratively analyse the data. Results:Four main themes emerged from the analysis: (1) 'Authentic on all levels?', (2)'Letting the emotions flow', (3) 'Ethical alarm bells' and (4) 'Voices of children and ghosts'. Students recognised many explicit ethical dilemmas during the SBL activity but had difficulty navigating more subtle ethical and professional boundaries. In emotionally complex situations, instances of moral compromise were observed (such as telling an untruth). Some participants felt unable to raise concerns or challenge unethical behaviour within the scenarios due to prior negative undergraduate experiences. Conclusions:This study provided deep insights into medical students' immersive and embodied experiences of ethical reasoning during an authentic SBL activity. By layering on the human dimensions of ethical decision-making, students can understand their personal responses to emotion, complexity and interprofessional working. This could assist them in framing and observing appropriate ethical and professional boundaries and help smooth the transition into clinical practice.

Dataset Information

LogiKEy workbench: Deontic logics, logic combinations and expressive ethical and legal reasoning (Isabelle/HOL dataset).

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