Effectiveness Of Ethics Education Research Articles

What do we know about the effect of ethics education?

What do we know about the effect of ethics education?

The Impact of Ethics Instruction and Internship on Students’ Ethical Perceptions About Social Media, Artificial Intelligence, and ChatGPT

ABSTRACT Communication programs seek to cultivate students who become professionals not only with expertise in their chosen field, but also ethical awareness. The current study investigates how exposure to ethics instruction and internship experiences may influence communication students’ ethical perceptions, including ideological orientations on idealism and relativism, as well as awareness of contemporary ethical issues related to social media and artificial intelligence (AI). The effects were also assessed on students’ support for general uses of AI for communication practices and adoption of generative AI, specifically ChatGPT. The survey results based on a student sample in Taiwan show that internship experience is more significant than ethics instruction on swaying ethical perceptions and behavioral inclinations of adopting AI applications. Adding to the limited body of knowledge on the effect of ethics education and internship programs, the findings also offer insights for how communication education can address emerging ethical challenges brought by new technology.

The impact of an ethics curriculum in a longitudinal integrated clerkship: a qualitative study of graduates

Background: Little is known about the effectiveness of ethics education in developing knowledge and skills in medical schools that persist into residency and beyond. While previous research has demonstrated that graduates of Longitudinal Integrated Clerkships (LICs) continue practices of patient-centeredness and empathy, to our knowledge, no studies have looked at effect of a medical ethics curriculum integrated into LICs. Methods: In 2011, the University of North Carolina School of Medicine-Asheville initiated an Ethics and Humanism course alongside the LIC. The goals of the program were for students to be able to identify ethical issues as they arose and exercise moral imagination in resolving these issues. Later, practices of mindfulness and writing were added. We conducted a qualitative case study using The Kirkpatrick Model of training evaluation to assess graduates of this course in their capacity to apply those skills in ongoing clinical practice. Semi-structured interviews were conducted, transcribed and independently coded. The Kirkpatrick Model informed the organization of codes into themes. Results: The qualitative analysis reached thematic saturation with review of 22 graduates’ interview transcripts. The findings of this study suggest that the Ethics and Humanism curriculum successfully shaped how respondents approached ethical tensions and the healthcare system more broadly. Furthermore, the interviews revealed that respondents used moral imagination in their approaches to conflict resolution and advocacy projects. Discussion: We found graduates of this ethics curriculum continued to identify ethical dilemmas in their daily clinical practice and using moral imagination to address and resolve conflicts. Our findings suggest that linking ethics education to the clinical curriculum may develop persistent skills in navigating ethical dilemmas and increase graduates’ capacity to be resilient, holistic physicians. The potential benefits of this program in preventing burnout are explored. We believe this demonstrates the value of a dedicated ethics curriculum integrated into an LIC.

The Effect of Ethics Education on Students' Ethical Decisions: A Preliminary Laboratory Experiment

The Effect of Ethics Education on Students' Ethical Decisions: A Preliminary Laboratory Experiment

Promoting Ethical Behaviours by Instant Mindfulness Meditation in Ethics Education

There is a growing need to identify what really can converge classroom learning to the real-life practising of ethical principles. We examine if the effectiveness of ethics education can be improved through meditation-based mindfulness intervention. Our baseline experiment is a procedurally modified version of the anagram exercise (Ruedy and Schweitzer 2010) for measuring unethical behaviour. We introduce a brief meditation intervention to induce instant mindfulness. Our findings indicate substantive evidence confirming the positive effect of the state of mindfulness on ethical behaviour. Subjects in the meditation group engage in more low-level cheating compared to the control group who cheated more severely. Gender and academic grade do not influence ethical behaviour. Mindfulness fosters composure, mental poise, and a conducive environment for upholding ethical values, as indicated by a lower incidence of cheating in our study. We propose to promote a learning environment with mindfulness intervention in educational programmes.

Countering a Future Crisis of Accountants with Decreasing Credibility: the Influence of Ethical Education and Religiosity on Ethical Perceptions of Accrual, Real Activity and Tunneling Manipulation

Purpose: This study is intended to: First, examine the effectiveness of ethics education to instill core ethical values in students; Second, test the differences between students’ ethical perceptions in religious and public universities; Third, examine the effects of individual’s ethical ideology on ethical perceptions.Method: Questionnaire was used to collect data and SEM PLS was used to test the hypotheses. A total of 215 undergraduate students from public and private university have taken part in this study.Findings: The study show that business ethics education does not influence ethical perceptions. However, there is a significant difference in students’ ethical perceptions between the public university and religious-based universities. Furthermore, result shows that individuals’ ethical ideology has an impact on ethical perceptions.Novelty: This study differs from previous research because most of the previous studies focused on the ethical judgments of the accruals and real activity manipulation methods but have limited ethical considerations regarding tunneling. Meanwhile, the business group structure and low legal enforcement have led to many cases of tunneling in Indonesia.

Trainee accountants' perceptions of the usefulness of the business ethics curriculum: A case of SAICA in South Africa

outThe main research objective of this study was to determine whether Chartered Accountancy (CA) trainees consider business ethics education they received to be useful, and to investigate if it was given the necessary attention at SAICA-accredited universities. The data obtained from CA trainees using a survey was analysed using four theoretical constructs, namely: a) Adequacy of coverage of ethics education, b) Importance of ethics, c) Impact of ethics education on ethical awareness and, d) Effectiveness of ethics education. Kolmogorov-Smirnov and Shapiro-Wilk tests of normality were applied to the theoretical constructs to determine if the data was normally distributed. The Mann-Whitney U test was used to determine if there were significant differences when opinions were categorized according to gender, study mode (part-time or full-time) and highest academic qualification. The Cronbach alpha coefficient was computed to test the reliability of participants’ responses to the survey. The study has found strong agreement among CA trainees that business ethics education is receiving adequate attention at SAICA-accredited universities and is useful in both their professional and personal lives.

The Effects of Ethics Education on Nursing Students' Professional Self Concept, Ethical Dilemma and Ethical Decision Making Confidence

The Effects of Ethics Education on Nursing Students' Professional Self Concept, Ethical Dilemma and Ethical Decision Making Confidence

The effects of debate-based ethics education on the moral sensitivity and judgment of nursing students: A quasi-experimental study

BackgroundWhile ethics education in undergraduate nursing education can be developed using a variety of teaching and learning strategies, consensus on the content and teaching modules for these ethics courses has still not been established and the effect of ethics education has rarely been evaluated. ObjectivesThe purpose of this study is to compare the effect of debate-based ethics education and lecture-style ethics education on the moral sensitivity and moral judgment of nursing students.. MethodsThis was a pre-test and post-test quasi-experimental study with a control group. A total of 64 senior-year nursing students in Korea participated in the study (35 in the debate group and 29 in the lecture group). The debate-based ethics education lasted for eight weeks with one two-hour session per week. The debate-based ethics education consisted of 16 rounds of affirmative and negative sides. Each debate lasted a total of 40 min and consisted of the introduction, cross-examination, rebuttal, conclusion, operation time, and wrap-up. The outcomes were measured by moral sensitivity and moral judgment questionnaires. ResultsThere was a significant improvement in idealistic moral judgment and realistic moral judgment in the debate group compared to the lecture group. However, no statistically significant difference was found for moral sensitivity between the two groups. ConclusionBased on this study's findings, it can be concluded that the debate-based ethics education for undergraduate nursing students is very effective in promoting moral judgment and the ability to take ethical decisions.

Exploring the relationship between humility and the virtues: toward improving the effectiveness of ethics education

We define humility as the ability to realistically assess one’s limitations and strengths. Unlike other moral virtues, humility has been found distinctively difficult to acquire. Our paper makes two significant contributions. Although the role and importance of humility have been clearly established in the literature, our paper is the first to empirically test a theoretically-posited inter-relationship between humility and the moral virtues. Our paper empirically tests this relationship, specifically between humility and the social virtues with the personal virtues acting as a mediator. The second contribution of our paper is to present the design and delivery of a humility-embedded pedagogical teaching and learning approach using a professional ethics course. Essentially, we are suggesting a methodology that make ethics education more effective. We follow Sims and Felton (Journal of Business Ethics 63 (3): 297–312, 2006) analytical framework that incorporates targeted learning outcomes, environment, processes, and experience facilitated through a student-led pedagogical approach. We utilize the concept of “critical consciousness”, developed by Jagger and Volkman (The International Journal of Management Education 12 (2): 177–185, 2013), which is captured through the mechanisms of a Student Learning Portfolio and a Process-Oriented-Guided-Enquiry approach. Both these mechanisms incorporate critical self-reflection and the application of knowledge derived from experience. Our findings have significant implications for the effective teaching of ethics, and more generally for business and management education.

A Study on the Effectiveness of Ethics Education of KIRA Education Board and Necessity of Professional Ethics Education of Architects

A Study on the Effectiveness of Ethics Education of KIRA Education Board and Necessity of Professional Ethics Education of Architects

Effects of ethics education on moral sensitivity of nursing students.

While nursing ethics education is commonly provided for undergraduate nursing students in most nursing colleges, consensus on the content and teaching modules for these ethics courses have still not been established. This study aimed to examine the effects of nursing ethics education on the moral sensitivity and critical thinking disposition of nursing students in Korea. A one-group pre- and post-test design was used. Moral sensitivity was measured using the Korean version of the Moral Sensitivity Questionnaire. Critical thinking disposition was measured using the Critical Thinking Disposition Questionnaire. Participants and research context: Participants were 70 undergraduate nursing students who were attending a university located in Seoul, Korea. The nursing ethics education was provided 7 times, from September to December 2010, and comprised 90-min sessions each week. Ethical considerations: This study was conducted in accordance with the Human Subject Research Ethics Committee guidelines. After the education, the levels for the patient-oriented care, a sub-domain of moral sensitivity, and inquisitiveness, a sub-domain of critical thinking disposition, significantly improved. There were no changes in overall scores for moral sensitivity and critical thinking disposition. There were significant positive correlations between moral sensitivity and critical thinking disposition both pre- and post-intervention. These results reflect the need for ongoing efforts to develop innovative content, structure, and instructional methods for undergraduate nursing ethics education programs.

“Moving” the Pyramids of Giza: Measuring the Effects of Ethics Education in a Visual Communication Curriculum

As mass communication scholars and educators, we should be greatly concerned about how we teach ethics to our students. This research posits improving the quality of mass communication education with the intention of producing top-notch journalists who are dedicated to raising the credibility of the profession. Specifically, the research assesses the effects of integrating ethical content within a visual communication course, focusing on two critical and timely issues in visual journalism: the acceptability of graphic photographs and image manipulation. Findings showed significant differences in how participants viewed selected ethical issues in visual journalism from time 1 to time 2.

간호대학생의 도덕판단력과 윤리적 의사결정 및 실습에서 경험한 윤리적 딜레마

본 연구는 간호대 학생들의 도덕 판단력과 윤리적 의사결정 유형을 파악하고 실습에서 경험한 윤리적 딜레마를 분석한 연구이다. 자료 수집은 2-4학년 학생 189명의 구조화된 설문지와 윤리적 문제에 대한 자가 보고로 이루어졌다. 기간은 2012년 11월6일에서 20일 까지 하였다. 학생들의 P(%)점수는 2학년 47.92, 3학년 43...

A Longitudinal Study of the Effectiveness of Business Ethics Education: Establishing the Baseline

This paper is the first phase of a longitudinal study of the class of 2014 on the effectiveness of ethics education at a business university. This phase of the project establishes the baseline attributes of incoming college freshmen with a pretest of the students’ ethical proclivity as measured by Defining Issues Test (DIT-2) scores. The relationship between the students’ ethical reasoning and their behavior in experimental stock trading sessions is then examined. In the trading simulations, randomly selected students were provided with the option of receiving privileged insider information about the final payoff of several stocks. The students could either accept or reject such information, with acceptance considered illegal insider trading. The results of the pretest indicate that moral reasoning as measured by the DIT-2 is related to insider trading behavior, with students with higher DIT-2 scores being less likely to accept insider information. The paper also presents demographic differences across DIT-2 scores and trading behavior as a foundation for the longitudinal examination of changes in students’ moral cognition characteristics and behavior during their undergraduate career.

Comparison of nurse educators’ and nursing students’ descriptions of teaching codes of ethics

This study analysed teaching of nurses' codes of ethics in basic nursing education in Finland. A total of 183 educators and 214 students responded to a structured questionnaire. The data was analysed by SPSS. Teaching of nurses' codes was rather extensive. The nurse-patient relationship was highlighted. Educators assessed their teaching statistically significantly more extensive than what students' perceptions were. The use of teaching and evaluation methods was conventional, but differences between the groups concerning the use of these methods were statistically significant. Students' knowledge of and their ability to apply the codes was mediocre. Most educators and students assessed educators' knowledge of the codes as adequate for teaching. These educators also taught the codes more extensively and these students perceived the teaching as more extensive. Otherwise educators' and students' socio-demographic variables had little association with the teaching. Research should focus on the organization and effectiveness of ethics education, and on educators' competence.

Monitoring Costs, Managerial Ethics and Corporate Governance: A Modeling Approach

This article evaluates effectiveness and costs of external regulation, in particular the Sarbanes–Oxley Act of 2002 (SOX) in restricting managerial malfeasance and safeguarding shareholder interests. It discusses the role of managerial ethics as an alternative corporate governance mechanism to protect shareholder value. This article builds a mathematical model to illustrate shareholders’ choices of best corporate governance mechanisms, taking into account the influence of managerial ethics, effectiveness and costs of monitoring. We suggest that the best corporate governance design and the optimal monitoring expenses are influenced by managerial types, monitoring efficiency, and effectiveness of ethics education. We conclude that stringent regulation and monitoring may not always enhance shareholder value. When managerial ethics could be improved by ethics education or social norms, ethics education may be a better alternative than stringent regulation.

Educational intervention is effective in improving knowledge and confidence in surgical ethics—a prospective study

BackgroundProfessionalism and ethics are Accreditation Council for Graduate Medical Education (ACGME) core competencies, but there is little evidence regarding the effectiveness of ethics education. MethodsGeneral surgery residents at the University of Pittsburgh completed questionnaires measuring attitudes and knowledge about surgical ethics before and after four 60-minute, faculty-facilitated seminars implementing the American College of Surgeons ethics curriculum. ResultsMost residents experienced ethical challenges at least once every rotation: competition of interests (75%), professional obligations (75%), confidentiality (83%), truth telling (88%), surrogate decision making (91%), and end-of-life issues (100%). The educational intervention increased both knowledge about surgical ethics (P = .013) and confidence in dealing with competition of interests (P = .001), professional obligations (P = .011), truth telling (P = .013), confidentiality (P = .011), end-of-life issues (P = .007), and surrogate decision making (P = .052). Most residents recommended the American College of Surgeons text for future use (84%), considering ethics education a “standard” part of residency training (70%). ConclusionsFocused instruction using the American College of Surgeons ethics curriculum can effectively improve both knowledge and confidence about surgical ethics.

Ethics Training for Military Medical Trainees: The Brooke Army Medical Center Experience

Biomedical ethics training during graduate medical education programs is required by the Accreditation Council for Graduate Medical Education. Apart from this requirement, medical ethics education is an integral component of military medical practice. Although ethics education and training are required, tools to assess the effectiveness of ethics education are not well developed. Furthermore, although biomedical ethics education is mandated for new Army physician trainees, there has not been a systematic objective assessment of the effectiveness of that training. We report the concept underlying the design and implementation of a military biomedical ethics seminar for new Army physician trainees. Combining a didactic component and case analysis through small-group discussions, we emphasized providing tools to analyze ethical dilemmas both in the medical center environment and in the operational medicine environment. A total of 47 Army interns participated in the seminar. Eighty-nine percent of participants agreed or strongly agreed that the ethics orientation met expectations. Seventy-two percent agreed or strongly agreed that the information presented would affect their practice. Ninety-six percent thought that the small-group discussions were effective, and 80% thought that the presentations enhanced knowledge from medical school.

Mixed Methods and Bioethics Pedagogy: Suggestions for Future Research

10 two major professions (nursing and social work), and their 1,215 respondents surely practice in many different settings. Such a large sample allows general trends to emerge out of much internal diversity, and the research pushes the field to more focused and nuanced inquiry. At this stage, comple15 menting the survey methods used by Grady et al. with qualitative research (interviews and ethnography) is especially promising. Doing so will enrich the social science contribution to bioethics and help educators craft more focused and effective types of ethics training. 20 Driven by the methodological need for a large sample size and standardized questions, the authors measure the effects of ethics education through self-reports. They ask people to rank their internal state (confidence about identifying and responding to ethical issues) and their like25 lihood of action in the future. Self-reports function as a proxy measure for the outcomes of greatest interest: Does ethics education actually lead people to call more often for ethics consultations, compared to people without such education? Does it lead them more often to talk informally 30 with peers or supervisors about the ethical dimensions of their work? In general, directly measurable outcomes are preferable to self-reports about internal states and hypothetical future behaviors, but enormous methodological problems would hamper survey research of this sort. One would 35 need to control for all the other variables that might affect the specific outcomes. To guarantee significant results, the ethics service (consultants or ethics committees) must be present and equally available to all respondents. The pace of work and the local politics of the workplace must 40