The Role of Emotions in Ethical Decision Making: Implications for Physical Therapist Education

Background and Purpose. Competence and commitment to ethical practice is fundamental to the professional development of physical therapist students. Recent research in neuroethics and ethical decision making has illustrated the importance of emotions in moral behavior and ethical decision making. The purpose of this paper is to highlight and explore the importance of emotions in making ethical decisions and to advocate for a role of emotional considerations in physical therapist education program curricula. Position and Rationale. Increased education in the role of emotions in moral behavior and ethical decision making should be a priority for physical therapists and students enrolled in physical therapist professional education programs. The rationale for this position is based on contemporary theories of bioethics and recent research in neuroethics that has uncovered the nexus between emotions and reason that results in caring and empathetic ethical decision making. This position is consistent with A Normative Model of Physical Therapist Professional Education. That document lists caring and compassion as primary values for professional development of physical therapists. Recommendations. Faculty involved in professional physical therapist education need to consider what implications including emotions in ethical decision making could have for physical therapist practice and education. This paper provides some strategies of learning experiences that facilitate emotional reflection in ethical decision making and that may be integrated into a preexisting curriculum.