Required Ethics Course Research Articles

10 Simple Rules for Integrating Ethics Training into Any Quantitative Course

This article presents two principal "rules" that instructors should use professional ethical practice standards, not issues, to guide instruction/learning objectives, and use instructional and/or curriculum development guidelines to ensure that changes to courses are systematic and yield actionable student outputs. It presents resources to serve learners because they offer tools and techniques that equip future practitioners to practice ethically - whenever they practice. The article describes how learning outcomes of integrated ethics within a mathematics, statistics, or data science course featuring the ASA Ethical Guidelines and the ACM Code of Ethics, will result in individuals trained in how to practice ethically, rather than individuals who completed a required ethics course or mastered “ethics content”.

A Survey of Ethics Curriculum in Canadian Initial Teacher Education

This paper reports the results of a survey on ethics education in initial teacher education in Canada. Using an online survey and an academic calendar analysis, data was collected on ethics course requirements, perceptions about ethics content, institutional factors mediating the implementation of ethics courses, and teaching and learning objectives. Unexpectedly, the results showed that a required ethics course is as common in teacher education in Canada as it is in medical education and that an ethics curriculum is regarded highly by Canadian teacher educators as an aspect of teacher education. The paper concludes by suggesting directions for future research and underlining the need for network building in the area of ethics education for teachers in Canada.

Ethics education in professional psychology: A survey of American Psychological Association accredited programs.

Professional psychologists are expected to know ethical standards and engage in proactive analysis of ethical considerations across professional roles (e.g., practice, research, teaching). Yet, little is known about the current state of doctoral ethics education in professional psychology, including the content covered and pedagogical strategies used to ensure developing this core component of professional competency (de las Fuentes, Willmuth, & Yarrow, 2005). A survey of ethics educators from APA-accredited programs across the United States and Canada resulted in 136 instructors reporting on their program’s ethics training. The majority of questionnaires returned were from Ph.D. programs (77.9%). A substantial number of programs were clinical (59.6%) and followed a scientist practitioner training model (69.9%). The response rate across specialties ranged from 34.5 % to 41.4%. Nearly all (95.6%) reported having a required ethics course. Lectures (95.6%) were the most common teaching method reported. Fully 100% of ethics educators reported teaching about mandated reporting and informed consent to treatment. An overwhelming majority (90% and above) covered the same 11 other topics, showing notable convergence in content. The most commonly used document across programs (99.3%) was the Ethical Principles of Psychologists and Code of Conduct (APA, 2010). The most common type of assignment was reading (94.1%), and the most common teaching practice was “teaching by example” (90.4%). Finally the most endorsed teaching goal was advancement of critical thinking (94.9%). Implications for ethics education and future research directions are described.

Fostering student engagement in medical humanities courses.

The occasional required ethics course is not conveying to medical students that training institutions take ethics and the humanities seriously and consider them central to doctoring.

Business Ethics as a Required Course: Investigating the Factors Impacting the Decision to Require Ethics in the Undergraduate Business Core Curriculum

This study contributes to the growing literature examining the role that business ethics courses play in business schools' curricula. We assess internal as well as external factors that may influence whether AACSB-accredited business schools choose to require a business ethics course in their undergraduate core curricula. Using data from 382 universities, we find evidence of a relationship between the characteristics of a business school's leadership and the college's decision to require an ethics course. Specifically, colleges of business whose deans are female or have a background in management are more likely to require their undergraduates to take a business ethics course. In addition, we find that a school's affiliation has a direct influence on this decision. Private schools, as well as universities with religious affiliations, are more likely to require a business ethics course. Also of interest, we find a negative relationship between the resources schools possess and the presence of a required ethics course. These findings suggest that the values of a school and its leadership are the main factors influencing the role of business ethics in a school's curriculum.

Ethics Case Study: KPMG Faces Indictment Over Abusive Tax Shelters

This case examines the recent investigation and admission of guilt by KPMG for marketing abusive tax shelters. The concept of deferred prosecution is examined. The actions taken by KPMG to aggressively market the tax shelters are examined. Students are required to read both the civil complaint against KPMG as well as KPMG’s official response to the Department of Justice inquiry. There is a comprehensive bibliography as well as website references for students to research the case. A detailed list of questions requires the students to analyze the ethical positions of all the parties involved. This case is directed to accounting students taking the required ethics course or an audit/assurance course and requires the use of an overhead projector that uses transparencies.

Calling the Shots: Using a Required Ethics Course to Promote Intentional Moral Development in Student Conduct Violations

This paper discusses the use of a required ethics class to promote moral development in the student judicial process. Research related to moral development as well as several student development theories are reviewed for their implications in using a required ethics course for moral development purposes.

Calling the Shots: Using a Required Ethics Course to Promote Intentional Moral Development in Student Conduct Violations

Calling the Shots: Using a Required Ethics Course to Promote Intentional Moral Development in Student Conduct Violations

Calling the Shots: Using a Required Ethics Course to Promote Intentional Moral Development in Student Conduct Violations

Calling the Shots: Using a Required Ethics Course to Promote Intentional Moral Development in Student Conduct Violations

Leading Students to Care: The Use of Clinical Simulations in Ethics

ABSTRACTAlthough there is considerable normative discussion about the importance of care and caring in the pharmacy literature, little empirical data exist about how best to teach students to become caring professionals. Third-year pharmacy students (N = 50) in a required ethics course participated in four clinical simulations involving ethical issues. Although the primary purpose of the project was to explore the impact of clinical simulations on ethical decision-making, a secondary question surfaced: Do clinical simulations teach students about what it means to care for a patient? Since care is a complex phenomenon, it follows that learning how to care requires multiple teaching strategies and various types of assessment. Evidence of student learning such as: transcriptions of clinical simulations, reflective writing on the simulation experience and learning about caring from interactions with standardized patients are included. Finally, organizing questions for further research in teaching and learning...

Interprofessional education in ethics at an academic health sciences center.

The authors relate their experiences with interprofessional teaching of ethics at the University of Colorado Health Sciences Center, describing the history, planning, content, and structure of a required ethics course and discussing its role in the institution's plan to create more interprofessional education opportunities. The authors describe both the benefits of teaching ethics on an interprofessional basis and the challenges they encountered in launching the course. Challenges included responding to diverse and divergent faculty and student reactions, controlling a curriculum across schools, and learning how to think about education in interprofessional rather than profession-specific ways. Included in the discussion are the results obtained with various evaluation tools designed and assessed by the Office of Education on the campus, to which students and faculty responded the first time the course was offered.

Moral Reasoning in College Students: Implications for Nursing Education

The purpose of this study was to investigate the moral reasoning levels of undergraduate students, freshman through senior (N = 266), in a liberal arts college. Three groups of students, two liberal arts, and one nursing participated in the study. All three groups had enrolled in one of two general education curricular tracks. Two of the groups, one liberal arts and one nursing, were enrolled in a traditional general education curriculum; the third group enrolled in an integrated general education curriculum which used decision-making as an organizational structure. Moral reasoning levels were determined for the three groups via Rest's Defining Issues Test. Results revealed the liberal arts students in the integrated curriculum had significantly higher moral reasoning levels than those in the traditional curriculum. The nursing students were intermediate in moral reasoning levels to the two liberal arts groups. These results suggest that baccalaureate nursing educators should consider an approach similar to the integrated curriculum with a decision-making organizational structure to facilitate students' moral reasoning development. Regardless of their area of clinical practice, today's professional nurses are increasingly confronted with ethical dilemmas and often required to make moral/ethical decisions. Nurses who reason at a high moral or ethical level are assumed to practice by a code of moral principles and thus more likely to make decisions which value others and respect their rights and dignity (Felton & Parsons, 1987). In response to this relatively complex dimension in nursing practice, nursing educators have begun to discuss how best to prepare the nursing student to make these high-level ethical decisions.(ABSTRACT TRUNCATED AT 250 WORDS)