Teaching Ethics: Effect on Moral Development

Krawczyk, Rosemary

doi:10.1177/096973309700400107

Cited by 52 publications

(14 citation statements)

References 7 publications

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“…In this period, age, maturity and education can play important roles. Many studies on general moral development in young adults indicate that increases in cognitive ability, maturity and educational experiences lead to a general increase in moral reasoning skills . However, the findings of the present study provide evidence to contest these perspectives on the trajectory and growth of moral reasoning.…”

Section: Discussionsupporting

confidence: 90%

“…The period of transition from conventional to post‐conventional morality is critical and, usually, occurs in late adolescence and young adulthood . During this period, education can play an important role and many studies have confirmed the positive effects of education on moral development . However, there is evidence that this may not be the case in medical education.…”

Section: Introductionmentioning

confidence: 99%

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Medical education and moral segmentation in medical students

Hegazi

Wilson

2013

Med Educ

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Section: Discussionsupporting

confidence: 90%

Section: Introductionmentioning

confidence: 99%

Medical education and moral segmentation in medical students

Hegazi

Wilson

2013

Med Educ

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“…(1995) found a significant improvement in moral reasoning (based on the DIT) of medical students following the completion of a 3‐month course on the philosophy of medicine that included teaching of medical ethics. Krawczyk (1997) studied nursing students in three different programmes. One programme included an ethics course with group participation and a decision‐making component, while the other two programmes did not.…”

Section: Discussionmentioning

confidence: 99%

“…In two cross‐sectional studies, one in Finland reported a significantly higher P score in senior level students compared to first year students (Auvinen et al . 2004), and the other in the USA found senior students scored higher than junior students at three different college nursing programmes (Krawczyk 1997). Three longitudinal studies have been published.…”

Section: Introduction and Purposementioning

confidence: 99%

Does moral judgement improve in occupational therapy and physiotherapy students over the course of their pre‐licensure training?

Geddes

Salvatori

Eva

2009

Learn Health Soc Care

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Healthcare professionals often encounter moral dilemmas in clinical practice that require increased responsibility and accountability for ethical decision‐making. This paper reports the results of a 6‐year longitudinal study that explored changes in moral judgement of five consecutive cohorts of occupational therapy (OT) and physical therapy (PT) students over the course of their professional training. The training programme included an ethics education component. The Defining Issues Test (DIT) developed at the University of Minnesota was used to measure moral judgement. A total of 548 students participated in the study. At entry into their professional training, the DIT scores of the OT and PT students were similar but higher overall than the norms established for college level students or for graduates from professional programmes in the DIT standardization sample. At the time of graduation, results showed no significant differences in moral judgement scores between males and females, their chosen programme of study (OT or PT), year of entry, or previous education. Comparing entry scores to exit scores from both programmes for 288 students who provided data at both times, we found that moral judgement scores increased significantly in both OT and PT students over the 2‐year programme of study. No differences were found in scores across gender, programme, year of entry, or previous education. Implications are discussed for including a formal ethics education component in the curricula of all health professional training programmes. Recommendations for future research are outlined.

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“…Various sources provide support for the value of discussion experiences in bioethics (Cassels & Redman 1989, Lovett & Seedhouse 1990, Derse & Krogull 1994, Davis 1997, Krawczyk 1997, Strong et al . 1997, Makoul & Curry 1998, Self et al .…”

Section: Introductionmentioning

confidence: 99%

Using web‐based discussion as a teaching strategy: bioethics as an exemplar

Pinch

Graves

2000

Journal of Advanced Nursing

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Using web-based discussion as a teaching strategy: bioethics as an exemplar Nurses are required to be competent in the area of bioethics based on several accreditation standards. Bioethics courses are one strategy to develop such a competency. Bioethics education itself has various goals including the need to engage in discussion and the ability to debate diverse issues. Providing an educational experience that meets both disciplinary and topic needs can be challenging. On-line conferencing through WebBoard 3.0, a web-based discussion software program, within a graduate level bioethics course successfully contributed to meeting these needs. A technical description of the WebBoard is provided in the following discussion along with a description of the integration of this device into a bioethics course. The WebBoard conferencing allowed all students to enter the class discussion and especially facilitated discussion for reticent speakers and distance learners. Evaluations of the bioethics course from both the faculty and students' perspectives were generally positive. Most students found the technique easy to use and liked the asynchronous format that allowed them to read and contribute at any hour of the day or night. Despite the labour intensive nature of this experience, the strategy ensured participation by every student, a major goal of the project. Developing an interdisciplinary situation would increase the value of such an experience.

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Teaching Ethics: Effect on Moral Development

Cited by 52 publications

References 7 publications

Medical education and moral segmentation in medical students

Medical education and moral segmentation in medical students

Does moral judgement improve in occupational therapy and physiotherapy students over the course of their pre‐licensure training?

Using web‐based discussion as a teaching strategy: bioethics as an exemplar

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