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Inguaggiato G, Labib K, Evans N, Blom F, Bouter L, Widdershoven G. The Contribution of Moral Case Deliberation to Teaching RCR to PhD Students. SCIENCE AND ENGINEERING ETHICS 2023; 29:7. [PMID: 36856878 PMCID: PMC9977706 DOI: 10.1007/s11948-023-00431-7] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/01/2021] [Accepted: 01/30/2023] [Indexed: 06/18/2023]
Abstract
Teaching responsible conduct of research (RCR) to PhD students is crucial for fostering responsible research practice. In this paper, we show how the use of Moral Case Deliberation-a case reflection method used in the Amsterdam UMC RCR PhD course-is particularity valuable to address three goals of RCR education: (1) making students aware of, and internalize, RCR principles and values, (2) supporting reflection on good conduct in personal daily practice, and (3) developing students' dialogical attitude and skills so that they can deliberate on RCR issues when they arise. What makes this method relevant for RCR education is the focus on values and personal motivations, the structured reflection on real experiences and dilemmas and the cultivation of participants' dialogical skills. During these structured conversations, students reflect on the personal motives that drive them to adhere to the principles of good science, thereby building connections between those principles and their personal values and motives. Moreover, by exploring personal questions and dilemmas related to RCR, they learn how to address these with colleagues and supervisors. The reflection on personal experiences with RCR issues and questions combined with the study of relevant normative frameworks, support students to act responsibly and to pursue RCR in their day-to-day research practice in spite of difficulties and external constraints.
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Affiliation(s)
- Giulia Inguaggiato
- Department of Ethics, Law & Humanities, Amsterdam Public Health Institute, Amsterdam UMC Location Vrije Universiteit Amsterdam, De Boelelaan 1117, 1081HV, Amsterdam, the Netherlands.
| | - Krishma Labib
- Department of Ethics, Law & Humanities, Amsterdam Public Health Institute, Amsterdam UMC Location Vrije Universiteit Amsterdam, De Boelelaan 1117, 1081HV, Amsterdam, the Netherlands
| | - Natalie Evans
- Department of Ethics, Law & Humanities, Amsterdam Public Health Institute, Amsterdam UMC Location Vrije Universiteit Amsterdam, De Boelelaan 1117, 1081HV, Amsterdam, the Netherlands
| | - Fenneke Blom
- Department of Ethics, Law & Humanities, Amsterdam Public Health Institute, Amsterdam UMC Location Vrije Universiteit Amsterdam, De Boelelaan 1117, 1081HV, Amsterdam, the Netherlands
| | - Lex Bouter
- Department of Epidemiology and Data Science, Amsterdam University Medical Centers Location Vrije Universiteit Amsterdam, De Boelelaan 1117, 1081HV, Amsterdam, the Netherlands
- Department of Philosophy, Faculty of Humanities, Vrije Universiteit, De Boelelaan 1105, 1081 HV, Amsterdam, The Netherlands
| | - Guy Widdershoven
- Department of Ethics, Law & Humanities, Amsterdam Public Health Institute, Amsterdam UMC Location Vrije Universiteit Amsterdam, De Boelelaan 1117, 1081HV, Amsterdam, the Netherlands
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Martin DA, Conlon E, Bowe B. A Multi-level Review of Engineering Ethics Education: Towards a Socio-technical Orientation of Engineering Education for Ethics. SCIENCE AND ENGINEERING ETHICS 2021; 27:60. [PMID: 34427811 PMCID: PMC8384818 DOI: 10.1007/s11948-021-00333-6] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/08/2019] [Accepted: 07/30/2021] [Indexed: 06/13/2023]
Abstract
This paper aims to review the empirical and theoretical research on engineering ethics education, by focusing on the challenges reported in the literature. The analysis is conducted at four levels of the engineering education system. First, the individual level is dedicated to findings about teaching practices reported by instructors. Second, the institutional level brings together findings about the implementation and presence of ethics within engineering programmes. Third, the level of policy situates findings about engineering ethics education in the context of accreditation. Finally, there is the level of the culture of engineering education. The multi-level analysis allows us to address some of the limitations of higher education research which tends to focus on individual actors such as instructors or remains focused on the levels of policy and practice without examining the deeper levels of paradigm and purpose guiding them. Our approach links some of the challenges of engineering ethics education with wider debates about its guiding paradigms. The main contribution of the paper is to situate the analysis of the theoretical and empirical findings reported in the literature on engineering ethics education in the context of broader discussions about the purpose of engineering education and the aims of reform programmes. We conclude by putting forward a series of recommendations for a socio-technical oriented reform of engineering education for ethics.
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Affiliation(s)
- Diana Adela Martin
- Philosophy and Ethics, Department IE&IS, Eindhoven University of Technology, Eindhoven, The Netherlands.
- College of Engineering and Built Environment, Technological University Dublin, Dublin, Ireland.
| | - Eddie Conlon
- College of Engineering and Built Environment, Technological University Dublin, Dublin, Ireland
| | - Brian Bowe
- Academic Affairs - City Campus, Technological University Dublin, Dublin, Ireland
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McIntosh T, Antes AL, DuBois JM. Navigating Complex, Ethical Problems in Professional Life: a Guide to Teaching SMART Strategies for Decision-Making. JOURNAL OF ACADEMIC ETHICS 2021; 19:139-156. [PMID: 34177401 PMCID: PMC8221192 DOI: 10.1007/s10805-020-09369-y] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
This article demonstrates how instructors of professionalism and ethics training programs can integrate a professional decision-making tool in training curricula. This tool can help trainees understand how to apply professional decision-making strategies to address the threats posed by a variety of psychological and environmental factors when they are faced with complex professional and ethical situations. We begin by highlighting key decision-making frameworks and discussing factors that may undermine the use of professional decision-making strategies. Then, drawing upon findings from past research, we present the "SMART" professional decision-making framework: seeking help, managing emotions, anticipating consequences, recognizing rules and context, and testing assumptions and motives. Next, we present a vignette that poses a complex ethical and professional challenge and illustrate how each professional decision-making strategy could or should be used by characters in the case. To conclude, we review a series of educational practices and pedagogical tools intended to help trainers facilitate trainee learning, retention, and application of "SMART" decision-making strategies.
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Affiliation(s)
- Tristan McIntosh
- Bioethics Research Center, Division of General Medical Sciences, Department of Medicine, Washington University School of Medicine in St. Louis, St. Louis, MO, USA
| | - Alison L. Antes
- Bioethics Research Center, Division of General Medical Sciences, Department of Medicine, Washington University School of Medicine in St. Louis, St. Louis, MO, USA
| | - James M. DuBois
- Bioethics Research Center, Division of General Medical Sciences, Department of Medicine, Washington University School of Medicine in St. Louis, St. Louis, MO, USA
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Barak M, Green G. Applying a Social Constructivist Approach to an Online Course on Ethics of Research. SCIENCE AND ENGINEERING ETHICS 2021; 27:8. [PMID: 33538906 DOI: 10.1007/s11948-021-00280-2] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/23/2020] [Accepted: 01/04/2021] [Indexed: 06/12/2023]
Abstract
The growing trend of shifting from classroom to distance learning in ethics education programs raises the need to examine ways for adapting best instructional practices to online modes. To address this need, the current study was set to apply a social constructivist approach to an online course in research ethics and to examine its effect on the learning outcomes of science and engineering graduate students. The study applied a pre-test post-test quasi-experimental research design within a framework of a mixed-methods approach. The study compared the learning outcomes of students who participated in a social constructivist online course (N = 175) with those who studied in a conventional online course (N = 170). The data were collected via questionnaires and interviews. The findings indicated that both the conventional and the social constructivist online learners gained knowledge of facts and regulations. Yet, the social constructivist learners were more successful in demonstrating knowledge of practices that are used to establish research ethics, and in understanding the importance of conducting research in a responsible manner. The social constructivist online learners were also more successful in demonstrating awareness of ethical dilemmas, by identifying ethical dilemmas and providing solutions to ethical problems.
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Affiliation(s)
- Miri Barak
- The Faculty of Education in Science and Technology, Technion-Israel Institute of Technology, 320003, Haifa, Israel.
| | - Gizell Green
- The Faculty of Education in Science and Technology, Technion-Israel Institute of Technology, 320003, Haifa, Israel
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Gujar Y, Higgs C, Sanders C, Fichtel M, McIntosh T, Turner MR, Connelly S, Mumford MD. Active vs intuitive sensemaking: Examination through the lens of generation, evaluation, and revision in ethical decision-making. ETHICS & BEHAVIOR 2020. [DOI: 10.1080/10508422.2020.1845172] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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6
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Mulhearn TJ, McIntosh T, Mumford MD. Reflecting on the Past, Looking Towards the Future: The Effects of Case Analysis on Forecasting. CREATIVITY RESEARCH JOURNAL 2020. [DOI: 10.1080/10400419.2020.1821556] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Barak M, Green G. Novice Researchers' Views About Online Ethics Education and the Instructional Design Components that May Foster Ethical Practice. SCIENCE AND ENGINEERING ETHICS 2020; 26:1403-1421. [PMID: 31872364 DOI: 10.1007/s11948-019-00169-1] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/15/2019] [Accepted: 11/26/2019] [Indexed: 06/10/2023]
Abstract
The goal of the current study was to examine novice researchers' views about online ethics education and to identify the instructional design components that may foster ethical practice. Applying the mixed methods approach, data were collected via a survey and semi-structured interviews among M.Sc. and Ph.D. students in science and engineering. The findings point to the need for rethinking the way conventional online ethics courses are developed and delivered; encouraging students to build confidence in learning from distance, engaging them in online active and interactive experiences, and providing them with personalized support and adaptive guidance. The novice researchers identified the synergistic integration of collaborative, case-based, and contextual learning, as the instructional design components that may foster not only ethical knowledge but also ethical practice in a fully online course.
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Affiliation(s)
- Miri Barak
- The Faculty of Education in Science and Technology, Technion-Israel Institute of Technology, 320003, Haifa, Israel.
| | - Gizell Green
- The Faculty of Education in Science and Technology, Technion-Israel Institute of Technology, 320003, Haifa, Israel
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8
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Socially Assistive Robots, Older Adults and Research Ethics: The Case for Case-Based Ethics Training. Int J Soc Robot 2020. [DOI: 10.1007/s12369-020-00652-x] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/08/2023]
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9
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Higgs C, McIntosh T, Connelly S, Mumford M. Self-Focused Emotions and Ethical Decision-Making: Comparing the Effects of Regulated and Unregulated Guilt, Shame, and Embarrassment. SCIENCE AND ENGINEERING ETHICS 2020; 26:27-63. [PMID: 30607699 DOI: 10.1007/s11948-018-00082-z] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/24/2018] [Accepted: 12/16/2018] [Indexed: 06/09/2023]
Abstract
Research has examined various cognitive processes underlying ethical decision-making, and has recently begun to focus on the differential effects of specific emotions. The present study examines three self-focused moral emotions and their influence on ethical decision-making: guilt, shame, and embarrassment. Given the potential of these discrete emotions to exert positive or negative effects in decision-making contexts, we also examined their effects on ethical decisions after a cognitive reappraisal emotion regulation intervention. Participants in the study were presented with an ethical scenario and were induced, or not induced, to feel guilt, shame, or embarrassment, and were asked to reappraise, or not reappraise, the situation giving rise to those emotions. Responses to questions about the ethical case were evaluated for the quality of ethical sensemaking, perceptions of moral intensity, and decision ethicality. Findings indicate that guilt, shame, and embarrassment are associated with different sensemaking processes and metacognitive reasoning strategies, and resulted in different perceptions of moral intensity. Additionally, cognitive reappraisal had a negative impact on each of these factors. Implications of these findings for ethical decision-making research are discussed.
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Affiliation(s)
- Cory Higgs
- Department of Psychology, The University of Oklahoma, Norman, OK, 73072, USA.
| | - Tristan McIntosh
- Division of General Medical Sciences, Washington University School of Medicine in St. Louis, St. Louis, MO, 63110, USA
| | - Shane Connelly
- Department of Psychology, The University of Oklahoma, Norman, OK, 73072, USA
| | - Michael Mumford
- Department of Psychology, The University of Oklahoma, Norman, OK, 73072, USA
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Practice and effectiveness of "nursing case-based learning" course on nursing student's critical thinking ability: A comparative study. Nurse Educ Pract 2019; 36:91-96. [PMID: 30897460 DOI: 10.1016/j.nepr.2019.03.007] [Citation(s) in RCA: 32] [Impact Index Per Article: 6.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/20/2018] [Revised: 02/17/2019] [Accepted: 03/08/2019] [Indexed: 11/23/2022]
Abstract
BACKGROUND Case-based Learning was an effective and highly efficient teaching approach that was extensively applied in education systems across a variety of countries. Critical thinking ability is an important indicator for access the study ability for baccalaureate nursing education. OBJECTIVES The study aimed to explore the effect of "nursing case-based learning" course on the critical thinking ability of nursing student. PARTICIPANTS A total of 80 students who were in Junior were included in this study. The experimental group included 40 students who selected "nursing case-based learning" course. The control group included 40 students who selected the traditional teaching course. METHODS The critical thinking disposition inventory (CTDI-CV) was used to evaluate the effects of the critical thinking abilities during the 1st week (pre-test), the 9th week (mid-test), and the 18th week (post-test). RESULTS There are no statistically significant differences between two groups in the pre-test thinking abilities (P > 0.05). After nine weeks, the critical thinking abilities of experimental group were significantly higher than control group (P < 0.05). Three obtained time-points had statistically significant differences of control and experimental group (P < 0.05). CONCLUSION The "nursing case-based learning" was an effective course to develop the critical thinking abilities of nursing students. Strict instructional design was the guarantee for the smooth implementation of "nursing case-based learning" course.
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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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13
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Affiliation(s)
- Alfred Allan
- School of Arts and Humanities, Edith Cowan University
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14
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Torrence BS, Watts LL, Mulhearn TJ, Turner MR, Todd EM, Mumford MD, Connelly S. Curricular Approaches in Research Ethics Education: Reflecting on More and Less Effective Practices in Instructional Content. Account Res 2017; 24:269-296. [PMID: 28045558 DOI: 10.1080/08989621.2016.1276452] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
Over the past decade, the effectiveness of ethics education programs has increased with regard to trainee outcomes, such as knowledge, awareness, and ethical decision making. However, despite the overall improvement in training effectiveness, considerable variability still exists across programs. One potential source of variability arises from the substantial range in instructional training content utilized across ethics training courses. The goal of the present effort was to clarify which approaches in ethics education result in positive training outcomes through the identification of instructional content themes. Through a qualitative review of ethics training courses, we identified key themes in instructional content curriculum associated with effective courses: domain-general, domain-specific, standard compliance, professionalism, and process-based. In addition, we identified key themes associated with less effective courses: mixed-specificity, narrow coverage, and idealized ethics. Descriptions and key characteristics of each theme along with example courses are provided. Implications of the content themes for ethics education are discussed.
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Affiliation(s)
- Brett S Torrence
- a Department of Psychology , University of Oklahoma , Norman , Oklahoma , USA
| | - Logan L Watts
- a Department of Psychology , University of Oklahoma , Norman , Oklahoma , USA
| | - Tyler J Mulhearn
- a Department of Psychology , University of Oklahoma , Norman , Oklahoma , USA
| | - Megan R Turner
- a Department of Psychology , University of Oklahoma , Norman , Oklahoma , USA
| | - E Michelle Todd
- a Department of Psychology , University of Oklahoma , Norman , Oklahoma , USA
| | - Michael D Mumford
- a Department of Psychology , University of Oklahoma , Norman , Oklahoma , USA
| | - Shane Connelly
- a Department of Psychology , University of Oklahoma , Norman , Oklahoma , USA
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Watts LL, Medeiros KE, Mulhearn TJ, Steele LM, Connelly S, Mumford MD. Are Ethics Training Programs Improving? A Meta-Analytic Review of Past and Present Ethics Instruction in the Sciences. ETHICS & BEHAVIOR 2016; 27:351-384. [PMID: 30740008 PMCID: PMC6368181 DOI: 10.1080/10508422.2016.1182025] [Citation(s) in RCA: 74] [Impact Index Per Article: 9.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
Given the growing public concern and attention placed on cases of research misconduct, government agencies and research institutions have increased their efforts to develop and improve ethics education programs for scientists. The present study sought to assess the impact of these increased efforts by sampling empirical studies published since the year 2000. Studies published prior to 2000 examined in other meta-analytic work were also included to provide a baseline for assessing gains in ethics training effectiveness over time. In total,this quantitative review consisted of 66 empirical studies, 106 ethics courses, 150 effect sizes, and 10,069 training participants. Overall, the findings indicated that ethics instruction resulted in sizable benefits to participants and has improved considerably within the last decade. A number of specific findings also emerged regarding moderators of instructional effectiveness. Recommendations are discussed for improving the development, delivery, and evaluation of ethics instruction in the sciences.
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Affiliation(s)
- Logan L Watts
- Department of Psychology, The University of Oklahoma
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16
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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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Marusic A, Wager E, Utrobicic A, Rothstein HR, Sambunjak D. Interventions to prevent misconduct and promote integrity in research and publication. Cochrane Database Syst Rev 2016; 4:MR000038. [PMID: 27040721 PMCID: PMC7149854 DOI: 10.1002/14651858.mr000038.pub2] [Citation(s) in RCA: 55] [Impact Index Per Article: 6.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Abstract
BACKGROUND Improper practices and unprofessional conduct in clinical research have been shown to waste a significant portion of healthcare funds and harm public health. OBJECTIVES Our objective was to evaluate the effectiveness of educational or policy interventions in research integrity or responsible conduct of research on the behaviour and attitudes of researchers in health and other research areas. SEARCH METHODS We searched the CENTRAL, MEDLINE, LILACS and CINAHL health research bibliographical databases, as well as the Academic Search Complete, AGRICOLA, GeoRef, PsycINFO, ERIC, SCOPUS and Web of Science databases. We performed the last search on 15 April 2015 and the search was limited to articles published between 1990 and 2014, inclusive. We also searched conference proceedings and abstracts from research integrity conferences and specialized websites. We handsearched 14 journals that regularly publish research integrity research. SELECTION CRITERIA We included studies that measured the effects of one or more interventions, i.e. any direct or indirect procedure that may have an impact on research integrity and responsible conduct of research in its broadest sense, where participants were any stakeholders in research and publication processes, from students to policy makers. We included randomized and non-randomized controlled trials, such as controlled before-and-after studies, with comparisons of outcomes in the intervention versus non-intervention group or before versus after the intervention. Studies without a control group were not included in the review. DATA COLLECTION AND ANALYSIS We used the standard methodological procedures expected by Cochrane. To assess the risk of bias in non-randomized studies, we used a modified Cochrane tool, in which we used four out of six original domains (blinding, incomplete outcome data, selective outcome reporting, other sources of bias) and two additional domains (comparability of groups and confounding factors). We categorized our primary outcome into the following levels: 1) organizational change attributable to intervention, 2) behavioural change, 3) acquisition of knowledge/skills and 4) modification of attitudes/perceptions. The secondary outcome was participants' reaction to the intervention. MAIN RESULTS Thirty-one studies involving 9571 participants, described in 33 articles, met the inclusion criteria. All were published in English. Fifteen studies were randomized controlled trials, nine were controlled before-and-after studies, four were non-equivalent controlled studies with a historical control, one was a non-equivalent controlled study with a post-test only and two were non-equivalent controlled studies with pre- and post-test findings for the intervention group and post-test for the control group. Twenty-one studies assessed the effects of interventions related to plagiarism and 10 studies assessed interventions in research integrity/ethics. Participants included undergraduates, postgraduates and academics from a range of research disciplines and countries, and the studies assessed different types of outcomes.We judged most of the included randomized controlled trials to have a high risk of bias in at least one of the assessed domains, and in the case of non-randomized trials there were no attempts to alleviate the potential biases inherent in the non-randomized designs.We identified a range of interventions aimed at reducing research misconduct. Most interventions involved some kind of training, but methods and content varied greatly and included face-to-face and online lectures, interactive online modules, discussion groups, homework and practical exercises. Most studies did not use standardized or validated outcome measures and it was impossible to synthesize findings from studies with such diverse interventions, outcomes and participants. Overall, there is very low quality evidence that various methods of training in research integrity had some effects on participants' attitudes to ethical issues but minimal (or short-lived) effects on their knowledge. Training about plagiarism and paraphrasing had varying effects on participants' attitudes towards plagiarism and their confidence in avoiding it, but training that included practical exercises appeared to be more effective. Training on plagiarism had inconsistent effects on participants' knowledge about and ability to recognize plagiarism. Active training, particularly if it involved practical exercises or use of text-matching software, generally decreased the occurrence of plagiarism although results were not consistent. The design of a journal's author contribution form affected the truthfulness of information supplied about individuals' contributions and the proportion of listed contributors who met authorship criteria. We identified no studies testing interventions for outcomes at the organizational level. The numbers of events and the magnitude of intervention effects were generally small, so the evidence is likely to be imprecise. No adverse effects were reported. AUTHORS' CONCLUSIONS The evidence base relating to interventions to improve research integrity is incomplete and the studies that have been done are heterogeneous, inappropriate for meta-analyses and their applicability to other settings and population is uncertain. Many studies had a high risk of bias because of the choice of study design and interventions were often inadequately reported. Even when randomized designs were used, findings were difficult to generalize. Due to the very low quality of evidence, the effects of training in responsible conduct of research on reducing research misconduct are uncertain. Low quality evidence indicates that training about plagiarism, especially if it involves practical exercises and use of text-matching software, may reduce the occurrence of plagiarism.
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Affiliation(s)
- Ana Marusic
- University of Split School of MedicineDepartment of Research in Biomedicine and HealthSoltanska 2SplitCroatia21000
| | - Elizabeth Wager
- Sideview19 Station RoadPrinces RisboroughBuckinghamshireUKHP27 9DE
| | - Ana Utrobicic
- University of Split, School of MedicineCentral Medical LibrarySoltanska 2SplitCroatia21000
| | - Hannah R Rothstein
- Baruch CollegeZicklin School of Business1 Bernard Baruch WayNew YorkNYUSA10010
| | - Dario Sambunjak
- Catholic University of CroatiaCenter for Evidence‐Based Medicine and Health CareIlica 242ZagrebCroatia10000
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Bonde S, Briant C, Firenze P, Hanavan J, Huang A, Li M, Narayanan NC, Parthasarathy D, Zhao H. Making Choices: Ethical Decisions in a Global Context. SCIENCE AND ENGINEERING ETHICS 2016; 22:343-366. [PMID: 25962719 DOI: 10.1007/s11948-015-9641-5] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/26/2014] [Accepted: 03/10/2015] [Indexed: 06/04/2023]
Abstract
The changing milieu of research--increasingly global, interdisciplinary and collaborative--prompts greater emphasis on cultural context and upon partnership with international scholars and diverse community groups. Ethics training, however, tends to ignore the cross-cultural challenges of making ethical choices. This paper confronts those challenges by presenting a new curricular model developed by an international team. It examines ethics across a very broad range of situations, using case studies and employing the perspectives of social science, humanities and the sciences. The course has been developed and taught in a highly collaborative way, involving researchers and students at Zhejiang University, the Indian Institute of Technology, Bombay and Brown University. The article presents the curricular modules of the course, learning outcomes, an assessment framework developed for the project, and a discussion of evaluation findings.
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Affiliation(s)
- Sheila Bonde
- Department of History of Art and Architecture, Brown University, Box 1855, Providence, RI, 02912, USA
| | - Clyde Briant
- School of Engineering, Brown University, Box D, 184 Hope Street, Providence, RI, 02912, USA.
| | - Paul Firenze
- Humanities and Social Sciences, Wentworth Institute of Technology, 550 Huntingdon Avenue, Boston, MA, 02115, USA
| | - Julianne Hanavan
- Research Ethics and Education Policy, Office of the Vice President for Research, Brown University, 47 George Street, Providence, RI, 02912, USA
| | - Amy Huang
- Department of History of Art and Architecture, Brown University, Box 1855, Providence, RI, 02912, USA
| | - Min Li
- Department of Linguistics, Zhejiang University, 308 Alumni Center, Hangzhou, 310058, China
| | - N C Narayanan
- Centre for Technology Alternatives for Rural Areas, Indian Institute of Technology, Bombay, India
| | - D Parthasarathy
- Department of Humanities and Social Science, Indian Institute of Technology, Bombay, India
| | - Hongqin Zhao
- School of International Studies, Zhejiang University, Hangzhou, 310058, China
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MacDougall AE, Bagdasarov Z, Johnson JF, Mumford MD. Managing Workplace Ethics: An Extended Conceptualization of Ethical Sensemaking and the Facilitative Role of Human Resources. RESEARCH IN PERSONNEL AND HUMAN RESOURCES MANAGEMENT 2015. [DOI: 10.1108/s0742-730120150000033006] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/23/2022]
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20
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Forecasting and leader performance: Objective cognition in a socio-organizational context. LEADERSHIP QUARTERLY 2015. [DOI: 10.1016/j.leaqua.2015.02.003] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
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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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McCormack WT, Garvan CW. Team-based learning instruction for responsible conduct of research positively impacts ethical decision-making. Account Res 2014; 21:34-49. [PMID: 24073606 DOI: 10.1080/08989621.2013.822267] [Citation(s) in RCA: 21] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Abstract
Common practices for responsible conduct of research (RCR) instruction have recently been shown to have no positive impact on and possibly to undermine ethical decision-making (EDM). We show that a team-based learning (TBL) RCR curriculum results in some gains in decision ethicality, the use of more helpful metacognitive reasoning strategies in decision-making, and elimination of most negative effects of other forms of RCR instruction on social-behavioral responses. TBL supports the reasoning strategies and social mechanisms that underlie EDM and ethics instruction, and may provide a more effective method for RCR instruction than lectures and small group discussion.
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Affiliation(s)
- Wayne T McCormack
- a Department of Pathology, Immunology, and Laboratory Medicine , University of Florida College of Medicine , Gainesville , Florida , 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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