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McIntosh T, Higgs C, Mumford M, Connelly S, DuBois J. Continuous Evaluation in Ethics Education: A Case Study. SCIENCE AND ENGINEERING ETHICS 2018; 24:727-754. [PMID: 28616839 DOI: 10.1007/s11948-017-9927-x] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/13/2017] [Accepted: 05/23/2017] [Indexed: 05/26/2023]
Abstract
A great need for systematic evaluation of ethics training programs exists. Those tasked with developing an ethics training program may be quick to dismiss the value of training evaluation in continuous process improvement. In the present effort, we use a case study approach to delineate how to leverage formative and summative evaluation measures to create a high-quality ethics education program. With regard to formative evaluation, information bearing on trainee reactions, qualitative data from the comments of trainees, in addition to empirical findings, can ensure that the training program operates smoothly. Regarding summative evaluation, measures examining trainee cognition, behavior, and organization-level results provide information about how much trainees have changed as a result of taking the ethics training. The implications of effective training program evaluation are discussed.
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Affiliation(s)
- Tristan McIntosh
- Department of Psychology, Center for Applied Social Research, The University of Oklahoma, 201 Stephenson Parkway, Suite 4100, Norman, OK, 73019, USA.
| | - Cory Higgs
- Department of Psychology, Center for Applied Social Research, The University of Oklahoma, 201 Stephenson Parkway, Suite 4100, Norman, OK, 73019, USA
| | - Michael Mumford
- Department of Psychology, Center for Applied Social Research, The University of Oklahoma, 201 Stephenson Parkway, Suite 4100, Norman, OK, 73019, USA
| | - Shane Connelly
- Department of Psychology, Center for Applied Social Research, The University of Oklahoma, 201 Stephenson Parkway, Suite 4100, Norman, OK, 73019, USA
| | - James DuBois
- Washington University School of Medicine in St. Louis, 4523 Clayton Ave., CB 8005, St. Louis, MO, 63110, USA
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Todd EM, Watts LL, Mulhearn TJ, Torrence BS, Turner MR, Connelly S, Mumford MD. A Meta-analytic Comparison of Face-to-Face and Online Delivery in Ethics Instruction: The Case for a Hybrid Approach. SCIENCE AND ENGINEERING ETHICS 2017; 23:1719-1754. [PMID: 28150177 DOI: 10.1007/s11948-017-9869-3] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/13/2016] [Accepted: 01/02/2017] [Indexed: 06/06/2023]
Abstract
Despite the growing body of literature on training in the responsible conduct of research, few studies have examined the effectiveness of delivery formats used in ethics courses (i.e., face-to-face, online, hybrid). The present effort sought to address this gap in the literature through a meta-analytic review of 66 empirical studies, representing 106 ethics courses and 10,069 participants. The frequency and effectiveness of 67 instructional and process-based content areas were also assessed for each delivery format. Process-based contents were best delivered face-to-face, whereas contents delivered online were most effective when restricted to compliance-based instructional contents. Overall, hybrid courses were found to be most effective, suggesting that ethics courses are best delivered using a blend of formats and content areas. Implications and recommendations for future development of ethics education courses in the sciences are discussed.
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Affiliation(s)
- E Michelle Todd
- Department of Psychology, The University of Oklahoma, Norman, OK, 73019, USA
- Center for Applied Social Research, 201 Stephenson Parkway, Suite 4100, Norman, OK, 73019, USA
| | - Logan L Watts
- Department of Psychology, The University of Oklahoma, Norman, OK, 73019, USA
- Center for Applied Social Research, 201 Stephenson Parkway, Suite 4100, Norman, OK, 73019, USA
| | - Tyler J Mulhearn
- Department of Psychology, The University of Oklahoma, Norman, OK, 73019, USA
- Center for Applied Social Research, 201 Stephenson Parkway, Suite 4100, Norman, OK, 73019, USA
| | - Brett S Torrence
- Department of Psychology, The University of Oklahoma, Norman, OK, 73019, USA
- Center for Applied Social Research, 201 Stephenson Parkway, Suite 4100, Norman, OK, 73019, USA
| | - Megan R Turner
- Department of Psychology, The University of Oklahoma, Norman, OK, 73019, USA
- Center for Applied Social Research, 201 Stephenson Parkway, Suite 4100, Norman, OK, 73019, USA
| | - Shane Connelly
- Department of Psychology, The University of Oklahoma, Norman, OK, 73019, USA
- Center for Applied Social Research, 201 Stephenson Parkway, Suite 4100, Norman, OK, 73019, USA
| | - Michael D Mumford
- Department of Psychology, The University of Oklahoma, Norman, OK, 73019, USA.
- Center for Applied Social Research, 201 Stephenson Parkway, Suite 4100, Norman, OK, 73019, USA.
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Steele LM, Mulhearn TJ, Medeiros KE, Watts LL, Connelly S, Mumford MD. How Do We Know What Works? A Review and Critique of Current Practices in Ethics Training Evaluation. Account Res 2016; 23:319-50. [DOI: 10.1080/08989621.2016.1186547] [Citation(s) in RCA: 29] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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Martin A, Bagdasarov Z, Connelly S. The capacity for ethical decisions: the relationship between working memory and ethical decision making. SCIENCE AND ENGINEERING ETHICS 2015; 21:271-292. [PMID: 24744116 DOI: 10.1007/s11948-014-9544-x] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/18/2013] [Accepted: 04/07/2014] [Indexed: 06/03/2023]
Abstract
Although various models of ethical decision making (EDM) have implicitly called upon constructs governed by working memory capacity (WMC), a study examining this relationship specifically has not been conducted. Using a sense making framework of EDM, we examined the relationship between WMC and various sensemaking processes contributing to EDM. Participants completed an online assessment comprised of a demographic survey, intelligence test, various EDM measures, and the Automated Operation Span task to determine WMC. Results indicated that WMC accounted for unique variance above and beyond ethics education, exposure to ethical issues, and intelligence in several sensemaking processes. Additionally, a marginally significant effect of WMC was also found with reference to EDM. Individual differences in WMC appear likely to play an important role in the ethical decision-making process, and future researchers may wish to consider their potential influences.
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Affiliation(s)
- April Martin
- Department of Psychology, University of Oklahoma, 455 W. Lindsey St., Dale Hall Tower, Room 705, Norman, OK, 73019, USA,
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MacDougall AE, Harkrider LN, Bagdasarov Z, Johnson JF, Thiel CE, Peacock J, Mumford MD, Devenport LD, Connelly S. Examining the Effects of Incremental Case Presentation and Forecasting Outcomes on Case-Based Ethics Instruction. ETHICS & BEHAVIOR 2014. [DOI: 10.1080/10508422.2013.824819] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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Johnson JF, Bagdasarov Z, Harkrider LN, MacDougall AE, Connelly S, Devenport LD, Mumford MD. The Effects of Note-Taking and Review on Sensemaking and Ethical Decision Making. ETHICS & BEHAVIOR 2013. [DOI: 10.1080/10508422.2013.774275] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
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