An Evidence-Based Guide for Ethics Instruction †
-
Author:
Muriel J. Bebeau1
-
Published 15 December 2014
-
†Supplemental materials available at http://jmbe.asm.orgaHere the term skills is not used in the narrow sense that suggests a dichotomy between knowing and doing.bRest and colleagues ( 12 ) argue against the usual tripartite view that assumes that the elements to be studied and assessed are attitudes, knowledge, and behavior. When researchers have attempted to study the connection among these elements, they usually do not find significant connections and are left with the conclusion that attitudes have little to do with knowing and behavior is often devoid of thinking and feeling. A more profitable approach, as Rest proposed, and as illustrated by studies cited herein, is to study functional processes that must arise to produce behavior.
- Corresponding author. Mailing address: Department of Primary Dental Care, School of Dentistry, University of Minnesota, 515 Delaware SE, Minneapolis, MN 55455. Phone: 612-625-4633. Fax: 612-626-6096. E-mail: [email protected].
- ©2014 Author(s). Published by the American Society for Microbiology.
Abstract:
Drawing from multiple sources of evidence, this paper updates previous descriptions (IOM, 2002) of measurement strategies and teaching techniques to promote four theoretically derived abilities thought to be necessary conditions for the responsible conduct of research. Data from three samples (exemplary professionals, professionals disciplined by a licensing board, and graduates who completed an ethics program designed to promote the four interrelated abilities) suggest that development of a moral identity that is consistent with the norms and values of a profession is the driving force that gives rise to ethical sensitivity, ethical reasoning, and ethical implementation. Evidence from the cited studies supports the usefulness of the theoretical model to (a) deconstruct summary judgments about character and see them as abilities that can be assessed and developed; (b) guide the design assessments that are sensitive to the effects of interventions; and (c) augment previous IOM recommendations for the development of meaningful learning activities.
References & Citations
Supplemental Material
-
Appendix 1: Developing abilities using cases
-
MyBook is a cheap paperback edition of the original book and will be sold at uniform, low price.
-
PDF
438.87 Kb
-
PDF
-

Article metrics loading...
Abstract:
Drawing from multiple sources of evidence, this paper updates previous descriptions (IOM, 2002) of measurement strategies and teaching techniques to promote four theoretically derived abilities thought to be necessary conditions for the responsible conduct of research. Data from three samples (exemplary professionals, professionals disciplined by a licensing board, and graduates who completed an ethics program designed to promote the four interrelated abilities) suggest that development of a moral identity that is consistent with the norms and values of a profession is the driving force that gives rise to ethical sensitivity, ethical reasoning, and ethical implementation. Evidence from the cited studies supports the usefulness of the theoretical model to (a) deconstruct summary judgments about character and see them as abilities that can be assessed and developed; (b) guide the design assessments that are sensitive to the effects of interventions; and (c) augment previous IOM recommendations for the development of meaningful learning activities.

Full text loading...
Author and Article Information
-
Published 15 December 2014
-
†Supplemental materials available at http://jmbe.asm.orgaHere the term skills is not used in the narrow sense that suggests a dichotomy between knowing and doing.bRest and colleagues ( 12 ) argue against the usual tripartite view that assumes that the elements to be studied and assessed are attitudes, knowledge, and behavior. When researchers have attempted to study the connection among these elements, they usually do not find significant connections and are left with the conclusion that attitudes have little to do with knowing and behavior is often devoid of thinking and feeling. A more profitable approach, as Rest proposed, and as illustrated by studies cited herein, is to study functional processes that must arise to produce behavior.
- Corresponding author. Mailing address: Department of Primary Dental Care, School of Dentistry, University of Minnesota, 515 Delaware SE, Minneapolis, MN 55455. Phone: 612-625-4633. Fax: 612-626-6096. E-mail: [email protected].
- ©2014 Author(s). Published by the American Society for Microbiology.