Ethics Course Research Articles

Determining the Educational Needs of Students Regarding the Use of Augmented Reality Applications in Museums

<p dir="ltr"><span>In recent years, augmented reality (AR) applications, which have emerged as an indispensable technological element in many fields, have also begun to be used as an important learning tool in museum environments. It is seen that AR applications, which enable permanent learning especially by using technology, have positive effects on students. In this context, the aim of this research is to determine the educational needs of students regarding the use of augmented reality applications in museums. The research was conducted using the screening model from quantitative method designs. The study group consists of university students (n=99). In the spring semester of 2023-2024, students taking the museum education applications course and the Digital Literacies and Ethics course were determined from purposeful samples using the criterion sampling method. The quantitative data of the study were obtained with a 5-point Likert-type educational needs survey. Quantitative data were interpreted according to the mean score (MEAN) values in the distribution of the survey items. According to the research findings, students need training for the use of Smartify, Museum Alive, Layar, Wonderscope, ARLOOPA, ARKit, Vuforia Engine, ARCore applications. Based on these findings, in future studies, students will be asked to design augmented reality applications for museums by providing training on the relevant applications.</span></p>

Concept Mapping: An Innovative Approach to Clinical Case Analysis in an Undergraduate Medical Education Curriculum in Social Sciences, Humanities, Ethics, and Professionalism

Abstract Although ethics is increasingly integrated in the curriculum of U.S. medical schools, it remains not well integrated with system issues, and social and structural contexts of illness. Moreover, ethical analysis is not often taught as a clinical skill. To address these issues, an outcomes driven course in Social Sciences, Humanities, Ethics and Professionalism (SHEP) was created. Within the course, a web-based concept mapping device, SHEP Case Analysis Tool (SCAT), was created which schematizes the structure and flow of clinical cases from diagnosis to treatment options, to shared decision making to outcome, and includes key stakeholders, influences, and structural features of the health system. In the course, each student analyzes a case in which they were directly involved using SCAT and presents their analysis to faculty and peers. This exercise 1) reinforces knowledge-based portions of the course pedagogy, 2) supports meta-cognition and critical thinking through concept mapping, 3) applies multidimensional analysis to identify ethical, social, and system issues that impact patient-care. 4) develops problem solving skills, 5) counters the hidden curriculum/support professional identity formation, and 6) develops skills in reflective discourse. This paper outlines the development and use of this concept mapping case analysis tool in an undergraduate medical education curriculum.

The development of ethical skills for students of social work at Spanish universities

ABSTRACT This article presents the results from a study that analyzed the length, content, and emphasis of ethics education taught in Social Work degrees at Spanish universities. The universities that offer this degree were identified (37), and the ethics courses in these course programs were analyzed using the corresponding course guides (27) and the specific skills identified in those course guides (175). Our results identified 14 specific skills. From a content analysis, it is evident that the ethics education that future social workers receive appears to be inadequate with respect to the challenges they will face in different areas of intervention and professional work. Ethics courses currently taught at Spanish universities seems inadequate to provide sufficient abilities and professional skills for the ethical practice of Social Work. This study identified the contribution of ethics education to the field of Social Work in the current context of complexity and superdiversity.

NSE: Corporate Governance 
Transgression

This case concerns governance issues faced by a reputed stock exchange in India, the National Stock Exchange (NSE). The failure of governance started from the time of the issuance of co-location licenses in 2010. After a whistle-blower’s letter in 2015 to the regulator, the Securities Exchange Board of India (SEBI), along with a renowned Indian journalist, the scam was uncovered. A forensic audit by Ernst Young confirmed the broker’s preferential licenses given by NSE. The investigation also led to the discovery of other governance issues at the stock exchange, and since then, SEBI dispensed penalties to the accused in February 2022. As of July 2022, SEBI appointed Mr Ashish Chauhan as NSE’s next Chief Executive Officer and Managing Director (CEO and MD). Mr Chauhan was already involved in the formative years of the stock exchange and must think of cleaning up the legacy issues and rebuilding the image of NSE. Management students across various specialisations have a corporate governance and business ethics course. This case can be used to reflect on the independence of the board, the responsibility of the nomination and recruitment committee, stakeholders’ disclosures and the importance of regulatory body intervention at appropriate times.

Ethical mediarhetoric in videogame cybertexts: procedural explication of moral topics in an educational context

Introduction. Education in the field of ethics and practical philosophy is important both within the framework of educational and disciplinary discourse and in terms of personal and social formation of a person, his/her value-behavioral system of coordinates. Video game cybertexts containing moral themes in their narrative and procedural structure can increase interest in the study of theoretical issues of ethics and create a special virtual-simulative space of moral experimentation. Materials and Methods. The theoretical part of the paper is based on the conceptual framework of understanding video games as a procedural cybertext formulated by E. Aarseth and I. Bogost. The operation of the multimodal-semiotic structure of video games is based on the ideas of J. Havreljak and W. Toch. The experimental cluster of work is realized on the principles of Digital Game-Based Learning developed by M. Prensky and a set of pedagogical practices on the use of ICT-based learning. Results. Based on the interpretation of the features of multimodal semiotics of ethically engaged video games, two modes of their distinction are revealed – narrative and gameplay. Narrative represents moral themes through narrative storytelling, and gameplay through gameplay. It has two forms of manifestation and certainty - external-iconic (based on visual reading and ethically binary interpretation of videogame cybertext) and procedural, where at the level of program architectonics the possibilities of choice and realization of simulations of ethical activities are created. The experiment allowed a radical change for the better (from 20% to 73%) in most students' expectations about the educational possibilities of video games in this disciplinary area. The DGBL methodology helped the learners (80%) to experience (80%) the practical dimension of important ethical issues and to conduct a series of moral experiments within the virtual simulations. Most of the students (75%) were able to correctly relate theoretical knowledge from philosophy and ethics to specific video game situations and successfully interpreted them. Conclusion. Given the time-consuming nature of these cybertexts, it is recommended that they be used only as supplementary media to the main course texts. It seems most appropriate to study them as part of an elective to a basic course in ethics or philosophy. This material could also be the basis for the creation of an educational laboratory on practical ethics in a social and humanitarian quantorium.

Unprofessional Behavior Among House Officers in Pakistan's Public and Private Hospitals: Prevalence, Perceptions, and Participation.

Professionalism in healthcare is crucial for maintaining patient trust and delivering high-quality care. Unprofessional behaviors among house officers (recent medical graduates undergoing training) raise concerns about their impact on healthcare outcomes.This study aims to assess the prevalence and perceptions of unprofessional behavior, as well as participation in it, among house officers in both public and private hospitals in Pakistan. A cross-sectional survey was conducted among 212 house officers from seven hospitals across Pakistan. The hospitals included both public and private institutions: 57% were private (Avicenna Medical College, Rashid Latif Medical College, Amna Inayat Medical College, Nawaz Sharif Medical College) and 43% were public (Quaid-e-Azam Medical College, Gujranwala Medical College, Khyber Medical College). A pre-validated and pre-tested questionnaire was used, covering demographic data and 29 questions related to unprofessional behaviors, including perceptions, observations, and self-reported participation. Data were collected through an online platform and analyzed using IBM SPSS Statistics for Windows, version 22 (IBM Corp.,Armonk, NY, USA).Descriptive statistics were used to summarize variables, and Chi-square tests for independence were applied to compare proportions between groups (graduates from private and public universities) for each variable. Associations between demographic factors and knowledge of professionalism were analyzed, with a significance level set at p ≤ 0.05. Out of 212 participants, almost all (99.1%, n=210) were familiar with the concept of professionalism, but over half (53.8%, n=114) had not completed a formal medical ethics course, while 52.4% (n=111) engaged in self-directed study. Although 78.3% (n=166) had completed additional professional ethics training, Chi-square analysis revealed no significant associations between ethics training and changes in unprofessional behaviors, nor between gender, department, or type of institution, and the likelihood of observing or participating in unprofessional behavior (p > 0.05). However, certain unprofessional behaviors were significantly associated with previous ethics training (p < 0.05). While house officers demonstrated a strong awareness of professionalism, unprofessional behaviorpersisted regardless of gender or type of institution. These findings emphasize the need for enhanced ethical training and stricter monitoring to address and mitigate unprofessional behaviors in healthcare settings. Policymakers should consider mandatory integration of comprehensive ethical training in medical curricula to ensure better alignment between ethical knowledge and practice.

A new approach to business ethics education: Virtual reality-based flipped learning

Paying attention to business ethics and educating ethical leaders and employees can impact organizational performance. Effective professional ethics education and learning can prevent administrative corruption, embezzlement and fraud in organizations. On the other hand, the development of digital technologies has created transformations in educational processes and methods. Evaluating the effectiveness of innovative teaching methods will greatly help the learning process of individuals and educational planning of business schools. Flipped learning is an educational approach in which students learn about course content before class. Accordingly, the aim of this research is to evaluate the impact of virtual reality (VR)-based flipped learning compared to the traditional method of teaching business ethics. This study was applied and quasi-experimental. Among business students of Shiraz University, 135 people were randomly divided into three groups. The first experimental group underwent training with the flipped learning method based on VR and the second experimental group underwent training with the traditional method and the third group was the control group. The control group didn't receive training and was selected only for the purpose of comparison with experimental groups. Pretest and posttest designs were used and the results of the three groups were compared using the Tukey test. The results showed that the two groups that received business ethics education had a significant difference compared to the control group. An important finding of this study revealed that among the two teaching methods, VR-based flipped learning had a greater impact on students' business ethics compared to the traditional teacher-centered approach. Accordingly, university managers and business ethics course instructors can facilitate the learning process using VR-based flipped learning. Designing simulation software for ethical scenarios is also a suitable solution for teaching business ethics.

Academic Opportunities of Gamification at University

Gamification is a powerful tool of modern education, but its successful implementation requires careful planning that takes into account the academic context and the individual needs of students. The authors tested a new narrative model of gamification, which integrated game elements and storylines to create a more interactive and motivating learning environment. The model involved stories and scenarios that linked various tasks and activities to immerse students in professionally relevant situations. The model was based on gamification principles, game mechanics, interactive tasks, social interaction, and adaptive feedback. The narrative contextualized learning, thus enhancing students’ engagement, motivation, and professional identity. The experiment (September-December 2023) gamified a course of Professional Ethics and involved first-year students of Clinical Psychology (n = 31), Voino-Yasenetsky Krasnoyarsk State Medical University. The narrative model of gamification fostered a more positive attitude towards the future profession, increased students’ engagement, and enhanced their interest in the academic process. Storylines, roles, personages, problematic situations, and unpredictability ensured students’ deep immersion in professional situations and contributed to the development of important ethical and professional qualities. Gamification has a great potential for improving the quality of higher education, making the learning routine more exciting and effective.

Educational needs of midwifery students in medical ethics: A qualitative study.

Background: Ethics education is a basic part of midwifery education program. However, there is no evidence to show that ethics education has been able to meet the educational needs of midwifery students. Purpose: This study aimed to explore the educational needs of students for ethics in midwifery program with a focus on the course of history, ethics, and rules of midwifery. Research design and participants: The present study is qualitative descriptive content analysis research, exploring midwifery students' needs of ethics education in bachelor's degrees. We conducted in-depth semi-structured interviews with 11 undergraduate midwifery students, seven midwives working in hospitals and health centers, and seven midwifery faculty members in Urmia University of Medical Sciences. The participants were selected using a purposeful sampling method and invited to join the study from December 2021 to June 2022. The sampling continued until data saturation. Findings: Content analysis identified four categories and associated subcategories: 1. "The client's rights": respecting the dignity of clients, confidentiality, the client's right to choose and make decisions; 2. "Legal and ethical requirements of fertility": abortion, alternative treatment for infertility, domestic violence; 3. "Communication skills": communication with the client, communication with clients' caregivers and communication with colleagues; and 4. "ethical principles in research": compliance with ethical principles in the research process and ethical principles in publishing research findings. Ethical considerations: The study was approved by the Ethics Committee of Urmia University of Medical Sciences. Before filling the questionnaires, written informed consent was obtained from the participants. The participants were assured of the confidentiality of personal information. Conclusion: The educational needs of midwifery students can be met by providing theoretical and practical training on respecting the pregnant mother, communication skills, legal and ethical aspects of the reproductive period, and incorporating ethical principles in related courses.

A Rubik’s Cube-Inspired Pedagogical Tool for Teaching and Learning Engineering Ethics

To facilitate engineering students’ understanding of engineering ethics and support instructors in developing course content, this study introduces an innovative educational tool drawing inspiration from the Rubik’s Cube metaphor. This Engineering Ethics Knowledge Rubik’s Cube (EEKRC) integrates six key aspects—ethical theories, codes of ethics, ethical issues, engineering disciplines, stakeholders, and life cycle—identified through an analysis of engineering ethics textbooks and courses across the United States, Singapore, and China. This analysis underpins the selection of the six aspects, reflecting the shared and unique elements of engineering ethics education in these regions. In an engineering ethics course, the EEKRC serves multiple functions: it provides visual support for grasping engineering ethics concepts, acts as a pedagogical guide for both experienced and inexperienced educators in course design, offers a complementary assessment method for evaluating students learning outcomes, and assists as a reference for students engaging in ethical analysis.

Examining the effects of moral distress, compassion fatigue and burnout on intention to leave among nursing students in Hong Kong: A cross-sectional study

BackgroundCompassion fatigue and burnout have detrimental effects on nursing students. Moral distress has been recognized as a contributing factor to both, potentially impacting the intention to leave nursing programme. AimTo examine relationships among moral distress, compassion fatigue and burnout on intention to leave the nursing programme among nursing students. MethodsA cross-sectional correlational design was used. Four hundred eighty-four nursing students from nine higher educations participated. Data were collected using the Moral Distress Scale-Revised, Compassion Fatigue Self-Test, and a single item examining the intention to leave. ResultsMild to moderate levels of moral distress but high levels of compassion fatigue and burnout were reported. In regression analysis, year of study (OR = 14.323, CI = 1.273–161.143, p < 0.031), length of clinical learning (OR = 1.061, CI = 1.020–1.103, p < 0.003), moral distress (OR = 3.181, CI = 1.848–5.475, p < 0.001), burnout (OR = 1.165, CI = 1.118–1.214, p < 0.001) were associated with a higher chance of intention to leave. Attendance of an ethics course for >30 h (OR = 0.164, CI = 0.041–0.653, p < 0.010) and the interaction between moral distress and burnout (OR = 0.977, CI = 0.968–0.987, p < 0.001) were associated with a significant decrease in the intention to leave. ConclusionBurnout is a strong predictor for intention to leave the nursing programme among nursing students. Interventions addressing moral distress, compassion fatigue, and burnout might prevent intention to leave the nursing programme.

The effect of role play prepared with video support on ethical decision-making and motivation levels of nursing students: A quasi-experimental study.

Background: Since the increasingly complex structure of health care services brings many ethical problems, it is important to use different instructional technologies in the ethical education of future nurses.Aim: The aim of this study was to determine the effect of role play prepared with video support on ethical decision-making and motivation levels of nursing students.Research design: A quasi-experimental study with pretest-posttest design.Participants and research context: The research was conducted in the Nursing Department of a University located in Istanbul, Turkey between October 15 and November 15, 2024. The sample of the research consisted of 3rd year nursing students. Data were collected using the Descriptive Characteristics Form, the Nursing Dilemma Test, and the Instructional Material Motivation Scale for Single-Use.Ethical considerations: Permission was obtained from Bezmialem Vakif University Non-Interventional Ethical Research Committee and the institution where the study was conducted for the implementation of the research. Written and verbal consent was obtained from all participants in accordance with the Helsinki Declaration.Findings: While there was no difference between the students' Ethical Dilemma Test Principled Thinking pre-test and post-test scores, their Practical Consideration (p = .005) and motivation levels (p = .037) post-test scores were found to be higher. There was a weak but significant negative correlation between academic achievement and pre-test teaching material motivation levels (r = -0.375, p = .041).Discussion: The use of different teaching methods and techniques in ethics education in nursing is important for future nurses to find more practical solutions to the ethical problems they will encounter during patient care.Conclusion: The results of the study indicate that the use of video-supported role play can be effective in teaching ethics courses in nursing education.

Philosophy within Data Science Ethics Courses

There is wide agreement that ethical considerations are a valuable aspect of a data science curriculum, and to that end, many data science programs offer courses in data science ethics. There are not always, however, explicit connections between data science ethics and the centuries-old work on ethics within the discipline of philosophy. Here, we present a framework for bringing together key data science practices with ethics topics. The ethics topics were collated from 16 data science ethics courses with public-facing syllabi and reading lists. We encourage individuals who are teaching data science ethics to engage with the philosophical literature and its connection to current data science practices, which are rife with potentially morally charged decision points.

Ethics Education, Moral Attentiveness and Consumer Wisdom: Exploring the Relationships

Ethics education has recently garnered a great deal of attention; it has been viewed as a remedy against a plague of diverse forms of immoral practices carried out by businesses and consumers. Markedly, ethics education has proved its effectiveness in influencing students’ moral cognition and behavior as future business practitioners. However, the effect of being exposed to ethics courses on students as consumers has not been investigated yet. Thus, a post-only quasi-experimental design was conducted to examine such an influence on the dimensions of moral attentiveness and consumer wisdom; as cognitive and behavioral constructs respectively. Results revealed that ethics education had a positive influence on students’ reflective moral attentiveness as well as two dimensions of consumer wisdom, which are purpose and perspective. Finally, the research provides theoretical and practical implications as well as directions of the available research avenues for future researchers.

Ethics Project Mata Kuliah Etika Kristen dalam Meningkatkan Keterampilan Berpikir Kritis Mahasiswa Indonesia

The project shows that Christian ethical principles provide a strong foundation for Indonesian students to understand values such as 1) love, 2) justice, and 3) responsibility, which can help Indonesian students improve their critical thinking skills. The purpose of this study is to explore the impact of the ethics project in the Christian Ethics course on improving the critical thinking skills of Indonesian students. The methods used include active learning through discussions, case studies, and social projects that integrate Christian ethical values. As such, the results of the evaluation showed that there was a significant improvement in Indonesian students' ability to analyze and formulate ethical decisions. Thus, this project contributes to the formation of a generation of students who are more sensitive to ethical and social issues in societ.

Ethical Consumption as Fetishism: Unmasking Capitalist Ideologies, Social Distinctions, and the Educational Imperative

This paper offers a critical examination of ethical consumption, exploring how it reinforces social identities within the capitalist framework. It argues for the crucial role of educational institutions in addressing ethical consumption within their curricula. While ethical consumption is often promoted for its moral virtues and its potential to address issues such as environmental sustainability and labor rights, the paper contends that it inadvertently perpetuates capitalist ideologies and exacerbates class divisions. Through this lens, the analysis critiques the ways in which ethical consumption practices sustain existing social structures, often cloaked in the guise of moral virtue. The paper suggests that educational institutions should integrate discussion on ethical consumption into their ethics courses in advertising and marketing programs to facilitate a more thorough examination of its consequences. This approach would equip students to critically navigate the complexities of ethical consumer choices, fostering a generation of informed, discerning, and socially responsible consumers.

MANAGEMENT INTERPROFESSIONAL EDUCATION OF ETHICS COURSE ON HANDLING NONCOMMUNICABLE DISEASES

Interprofessional education has been defined as a process learning program which includes learning outcomes, lecturers, material topics and skills enabling a synergistic influence of grouped student competence, so that interprofessional education becomes one of the initial stages for introducing collaboration and teamwork to students so that they can be applied of work. The explore the appropriateness and meaningfulness of Ethics and Health Law Course-based learning for nursing students. The research is a research and development design whose stages were carried out for 6 months with a research sample of 40 respondents, namely first semester students of the postgraduate nursing program. The results of this study showed that the significant for the materials of ethics, curriculum, learning outcomes (P=0.000). The students showed active participation, communication and good collaboration regarding health problem solving on handling non-communicable diseases. Management of interprofessional education (pretest = 54.32 and posttest mean 67.48) is needed in health education, as an approach to the learning process, includes the flexibility to respond to the specific (P=0.002), self-identified learning needs of students (P= 0.000). The results of the focus group discussion showed that knowing how to learn, having high expectations in problem solving, applying competencies to case tasks, collaborating with others, and being creative are all signs of a capable practitioner. There are important characteristics that determine the effectiveness of interprofessional education ethics courses, including faculty and students who consider their roles important to the team, open communication, autonomy, and equality of resources so that interprofessional education has a positive impact on the development of holistic care to improve the quality of patient care.

The use and ethics of dental photography and social media at an oral healthcare training centre in South Africa.

The ethics surrounding the use and sharing of photographs on social media has come under the spotlight as the Protection of Personal Information Act (POPI Act) has come into play. The aim is to determine the use, ethical practice and sharing of dental photography on social media among qualified and undergraduate oral health practitioners at a dental school in South Africa. A cross-sectional study design was used on staff and students at the University of the Western Cape's Dental Faculty in 2022. Chi-squared and Fisher's exact tests were used to determine associations between the different graduation statuses and various demographic factors. From the 80 undergraduate students and 46 qualified oral healthcare practitioners, the majority were aware that photography could be used in dentistry, and 87.3% (n = 110) took photographs of the dental treatments performed on their patients. Only 60.3% of the participants attended an ethical course that addressed issues with social media and digital photography. Almost 80% (n = 100) of the participants did not feel that they needed to mention all the social media platforms that they would use with their patients' photographs before sharing. Dental photography is being used and sometimes shared on social media platforms by some students and staff at university level. Not all participants have attended an ethical course on clinical photography. Dental training needs to include an ethical course on dental photography and the use of sharing photographs on social media. Good ethical practice regarding clinical photographs in all undergraduate and postgraduate curriculums, to eliminate any uncertainty.

How can I help? An archetype-based approach to community interpreters’ solidarity

Considering different archetypes —i.e., collective identity representations—helps to discern the multiple ways in which community and public service interpreters are compelled to be of help. I argue that archetypes are a useful analytical tool for interpreters: It allows them to name competing rationales for solidarity; it helps them identify underlying personal motivations that might otherwise remain unconscious; and it permits a conscious decision-making process for the search of ethical courses of action when faced with dilemmas. Conscious decision-making warrants coherent practice that aligns with high professional standards supporting the communicative autonomy of the parties to an interaction. In this article, I present both the model for this archetype-based approach to interpreters’ professional role as well as the analysis of three interpreters’ narrative accounts of their perceptions of role, solidarity, and the model proposed. This input from the field yields rich insights, illustrates the analytical power of the archetypes proposed, and suggests that an expansion of their list might be in order.

How to Renew Business Ethics Education?

Business ethics education is losing credibility worldwide. This is partly due to the experience that teaching ethics in business schools does not necessarily help future professionals to be more ethical in business. The article agrees with Claus Dierksmeier’s criticism of conventional business ethics education and suggests that business ethics courses should be renewed both in contents and pedagogy. The article advances a position that business ethics education is much needed in business schools as they can give room for both students and faculty for transformational learning and moral growth.