 Subjects -> PHILOSOPHY (Total: 762 journals)
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- From education to enculturation: rethinking the development of ethical
professionals in higher education-
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Abstract: Abstract Despite the increase in ethics education offerings of the past few decades, universities struggle to foster desirable ethical dispositions among developing professionals. Part of the reason is that the values implicit in the enculturation of students in higher education cut against the aims of explicit ethics education. To accomplish desirable ethical dispositions among future professionals we ought to broaden our understanding of what the cultivation of ethical professionals entails from a narrow focus on ethics education to a broad focus on ethics enculturation. This paper offers a framework for theorizing ethics enculturation, using examples from recent engineering ethics education literature to demonstrate how the framework captures elements about the development of ethical dispositions and decision-making skills that literature with a narrow focus on ethics education overlooks.
PubDate: 2024-07-18
DOI: 10.1007/s40889-024-00194-0
- Correction: Ethics training as a crucial scope in the various specialties
of the medical residency-
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PubDate: 2024-07-11
DOI: 10.1007/s40889-024-00195-z
- Ethics training as a crucial scope in the various specialties of the
medical residency-
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Abstract: Abstract To achieve accreditation standards and train residents for clinical practice, ACGME placed a lot of emphasis on ethical competence and professionalism. A crucial requirement for enhancing the standard of future medical practice is ethics education. This study sought to identify the requirement for ethics knowledge in clinical training from the perspective of the residents and determine the most effective methods for education. A cross-sectional descriptive study was conducted between March and May 2023. Participants included Lebanese postgraduate medical students, 210 completed a Google Forms survey via WhatsApp. A validated questionnaire adapted from a previous study was used, focusing on demographics, ethical experience, attitudes, educational goals, and training effectiveness. Analyses were performed on IBM SPSS Statistics software (version 26.0) and R software. 210 residents representing a range of specialties participated in the survey. predominantly in internal medicine (54.8%). Residents strongly affirmed the importance of professionalism and ethics education. Participants overwhelmingly agreed that it should improve patient care and clinical decision-making (p < 0.05). The best way to learn is also through clinical rounds, which feature peer discussion groups facilitated by experienced physicians (p < 0.001). Topics identified as needing more attention were obtaining informed consent and discussing treatment risks(p < 0.05). In order to develop the best teaching strategies for the trainees and produce the most competent doctors possible in the future, this study shed light on the ethical weak points in the clinical training of residents. and lay the groundwork for establishing an ethical curriculum to direct future medical practice.
PubDate: 2024-06-11
DOI: 10.1007/s40889-024-00192-2
- Inclusion of pedagogical training in ethics education: A call for action
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Abstract: Abstract This paper describes the experience of conducting a series of workshops in Bioethics Pedagogy within Pakistan. Initiated by the Centre of Biomedical Ethics and Culture (CBEC), Sindh Institute of Urology and Transplantation (SIUT) located in Karachi, Pakistan, this series is the first of its kind, blending knowledge of bioethics with that of medical education. While students are expected to teach bioethics upon graduating from academic programs such as Postgraduate Diploma in Biomedical Ethics and Master’s in Bioethics, they do not receive formal pedagogical training in bioethics. Bioethics, as a discipline differs from others within medical education since it enhances critical thinking skills and impacts behavior and attitudes. This formed the rationale for introducing these workshops along with the impetus provided by shift to online teaching due to the Covid-19 pandemic, and the Centre’s experience of running a bioethics program in Kenya through the CBEC-KEMRI Bioethics Training Initiative (CK-BTI). The paper describes the structure and content of the workshops and shares feedback received from participants. Therefore, it provides valuable lessons to bioethics educators and aspires that through sharing of these experiences, training in Bioethics Pedagogy becomes a norm rather than an exception in institutions in Pakistan, and beyond.
PubDate: 2024-06-04
DOI: 10.1007/s40889-024-00193-1
- Project-based learning in bioethics education
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Abstract: Abstract Higher education has become more student-centered as the Bologna process assigns students more time to study and research. Online teaching has been needed during the pandemic, which can be challenging regarding didactic and assessment. This paper analyzes project-based learning (PBL) as a form of teaching and assessing students in a bioethics course on reproductive ethics. The team project was the final assessment of the Faculty of Bioethics core curriculum course, "Bioethics, Technology and Procreation,” offered to two student groups in the 2019–2020 school year. The analysis of the results of PBL is descriptive qualitative with semi-quantitative data from student feedback. Forty students were presented with a detailed methodology of team projects and were encouraged to form teams of 3 to 5. They need to develop a team project with creativity and pastoral sensibility that will communicate the content assimilated in class to a selected target audience, with adequate means to measure the impact of their project on their target. Thirty-eight students formed ten teams and presented ten projects. Each team had 2–4 encounters with the professor and 6–10 encounters among team members. Six of the ten projects were categorized as didactic, three mediatic, one didactic-mediatic and 0 artistic. The grades of this final assignment ranged from 7 to 10, with an average of 8.7 out of 10. The survey feedback demonstrated high satisfaction, as students discovered new values in teamwork and pastoral applications. However, this innovation can be more time-consuming for the professor and the students, requiring more significant time management, teamwork and communication competency.
PubDate: 2024-05-15
DOI: 10.1007/s40889-024-00191-3
- Leadership as service: developing a character education program for
university students in Spain-
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Abstract: Abstract This paper describes the development and implementation of a character education program at the University of Navarra. The Leadership as Service Program has been developed in collaboration with the Oxford Character Project, and has adapted its Global Leadership Initiative to the Spanish context. The purpose of the Leadership as Service Program is to help students develop a sense of personal purpose, and virtues that are specific to leadership, such as prudence, humility, gratitude, resilience, and service. The methodology of the program follows the seven strategies of character education and includes a mentoring program. In order to adapt the Global Leadership Initiative to the Spanish context, the Leadership as Service Program was integrated as much as possible into the fabric of the University of Navarra by means of (1) facilitating a new initiative to develop workshops on purpose; (2) incorporating an existing mentoring program; (3) positioning local actors as experts, and (4) dialogue with stakeholders within the university. First results indicate that the Leadership as Service Program makes a valuable contribution to the ethical and professional development of students, which corroborates with the findings of the Oxford Global Leadership Initiative.
PubDate: 2024-05-08
DOI: 10.1007/s40889-024-00189-x
- Teaching humanism with humanoid: evaluating the potential of ChatGPT-4 as
a pedagogical tool in bioethics education using validated clinical case
vignettes-
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Abstract: Abstract The integration of artificial intelligence into bioethics education represents a new pedagogical approach that addresses complex moral issues in healthcare. The use of AI-driven platforms like ChatGPT in bioethics education can enhance critical thinking and decision-making skills among students by providing a diverse range of perspectives and solutions. To assess the ability of ChatGPT-4 to understand and resolve ethical dilemmas using validated clinical case vignettes, thereby determining its suitability as a teaching aid in bioethics. Ten clinical scenarios, each with inherent ethical issues, were presented to ChatGPT-4. These scenarios were expert-validated to ensure relevance and complexity. ChatGPT's responses were evaluated by two blinded external raters to eliminate bias. The assessment criteria included identification of bioethical principles, recognition of stakeholders and their outcomes, and comprehension of ethical and legal frameworks. Additionally, the quality of responses was scored on a scale of 1–10. ChatGPT showed proficiency in identifying the pertinent bioethical principles and stakeholders involved in the ethical dilemmas presented. It achieved an overall score of 84.5%, with high marks for its analytical capabilities in complex scenarios. However, the study identified areas for improvement, particularly in proposing comprehensive solutions and alternative actions. ChatGPT demonstrates potential as an effective tool for bioethics education, capable of guiding learners through the resolution of ethical issues in clinical practice. However, to fully integrate ChatGPT into bioethics education, it requires enhancements in delivering detailed, actionable guidance in ethical decision-making. Future development should focus on refining ChatGPT’s ability to offer nuanced solutions aligned with patient values and clinician needs.
PubDate: 2024-04-30
DOI: 10.1007/s40889-024-00190-4
- Exploring the role of self-awareness, self-integrity, self-regulation, and
ethics education in the student’s ethics compliance: evidence from
Indonesia-
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Abstract: Abstract This study aims to investigate the influence of self-awareness on students’ ethical compliance, examine the impact of self-integrity on students’ ethical compliance, explore the effect of self-regulation on students’ ethical compliance, and analyze the influence of ethics education on students’ ethical compliance. Additionally, the research investigates whether ethics education taught in schools or universities has a greater impact compared to an individual’s personality on students’ ethical compliance. The population in this study comprises students in Indonesia. Data collection involves distributing questionnaires through Google Forms, allowing one month for questionnaire completion. The study employs a significance level of 5% to examine the influence of independent variables on the dependent variable. The research findings demonstrate that self-awareness, self-integrity, self-regulation, and ethics education have significant influences on students’ ethical compliance. Furthermore, the study reveals that ethics education does not have a higher impact on students’ ethical compliance compared to the individual’s personality. Therefore, it is crucial to ensure that students possess good self-awareness, high levels of self-integrity, and self-regulation, and understand the ethics education they receive, as this will help enhance students’ ethics compliance.
PubDate: 2024-04-15
DOI: 10.1007/s40889-024-00188-y
- What do we know about the effect of ethics education'
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PubDate: 2024-04-03
DOI: 10.1007/s40889-024-00187-z
- Why we should (not) worry about generative AI in medical ethics teaching
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Abstract: Abstract In this article I discuss the ethical ramifications for medical ethics training of the availability of large language models (LLMs) for medical students. My focus is on the practical ethical consequences for what we should expect of medical students in terms of medical professionalism and ethical reasoning, and how this can be tested in a context where LLMs are relatively easy available. If we continue to expect ethical competences of medical professionalism of future physicians, how much – if at all – should we worry that such generative AI may compromise adequate testing of medical students’ abilities in this regard' I mainly focus on assessment methods based on written assignments of the ‘student paper’ type and consider whether LLMs make it unfeasible for assessors to gauge whether output is student-generated or ‘machine-generated’ and, if so, whether this is a problem. My take on this research question unfolds in three interwoven arguments, claiming that the advent of LLMs may offer a momentum (i) to reaffirm the importance of context-sensitive interpretation and specification of ethical principles in medical ethics training, (ii) to provide more supportive circumstances to assessors to allow them to meet scoring demands entailed by the importance that is placed on medical professionalism, and (iii) to complement written assignments with verbal (group) discussion to train and test students’ skills to habitually recognize that ‘moral solutions’ can be normatively questioned and specified from various perspectives.
PubDate: 2024-04-01
DOI: 10.1007/s40889-023-00179-5
- An empirical investigation into moral challenges of (breaching)
confidentiality and needs for ethics support when facilitating moral case
deliberation-
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Abstract: Abstract Ethics support staff help others to deal with moral challenges. However, they themselves can also experience moral challenges such as issues regarding (breaching) confidentiality when practicing ethics support. Currently there is no insight in these confidentiality issues and also no professional guidance for dealing with them. To gain insight into moral challenges related to Moral Case Deliberation (MCD), we studied a) beliefs and experiences of MCD facilitators regarding breaching confidentiality, b) considerations for (not) breaching confidentiality, and c) needs for an ethics support tool. Data collection consisted of qualitative research methods: six semi-structured interviews; analyses of a) two recorded MCD sessions, and b) a focus group with MCD facilitators. Findings: MCD facilitators mention different conceptions and interpretations of confidentiality and various moral challenges. Questions concerning confidentiality ultimately cause reflections on roles and responsibilities of facilitators. Needs for ethics support vary from seeking advice to procedural and sometimes normative guidance for MCD facilitators. Education for MCD facilitators should focus on developing a concrete tool that stimulates awareness and reflection(skills).
PubDate: 2024-03-21
DOI: 10.1007/s40889-024-00185-1
- Effectiveness of research ethics and integrity competence development –
what do learning diaries tell us about learning'-
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Abstract: Abstract Due to the variety of research ethics and integrity training formats it may be challenging to use a common instrument to monitor and evaluate the development of competencies and learning progress as well as determine the effectiveness of the training. The present study scrutinises the use of learning diaries as one possible measure to evaluate the development of ethics competencies. The aim of the study was to increase understanding about how learning diaries capture development of research ethics and integrity competencies of participants and explore the use of diaries as a measure of training effectiveness. In the evaluative case study, a micro-credential programme was used as the context of the study and data was analysed using deductive content analysis. As a result, we outline criteria for analysis to be used in ethics training programmes for learning diaries. Results indicated that learning diaries submitted in the forum format (compared to individual submissions) provide peer support, so learners display more content knowledge on high levels of reflection and understanding. Submitting learning diaries over a longer period and making submissions repeatedly can improve writing and reflection competencies. The quality of learning diary entries may also depend on learner characteristics, such as commitment and motivation. Keeping a learning diary can help retain obtained competencies over a longer period. The article ends with a set of recommendations for implementing learning diaries as one measure of evaluation.
PubDate: 2024-03-20
DOI: 10.1007/s40889-024-00186-0
- A study of biomedical engineering student critical reflection and ethical
discussion around contemporary medical devices-
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Abstract: Abstract Due to the impact of biomedical technologies on human wellbeing, biomedical engineering presents discipline-specific ethical issues that can have global, economic, environmental, and societal consequences. Because ethics instruction is a component of accredited undergraduate engineering programs in the US, we developed an ethics assignment that provided biomedical engineering students with a framework for ethical decision-making and challenged them to critically reflect on ethical issues related to contemporary medical devices. Thematic analysis performed on student reflections (n = 73) addressed two research questions: (i) what considerations do biomedical engineering undergraduates describe when asked to critically reflect on ethical issues related to contemporary medical devices; and (ii) how do students describe their participation in bioethical discussions' Students described design, economic factors, and empathy most frequently as considerations. Further, students reported confidence in their ability to engage in ethical discussion upon assignment completion. Overall, our analysis builds understanding of student attitudes and engagement to help inform future ethics curriculum development.
PubDate: 2024-02-08
DOI: 10.1007/s40889-024-00183-3
- Ethical exploration of chatGPT in the modern K-14 economics classroom
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Abstract: Abstract This paper addresses the challenge of ethically integrating ChatGPT, a sophisticated AI language model, into K-14 economics education. Amidst the growing presence of AI in classrooms, it proposes the “Evaluate, Reflect, Assurance” model, a novel decision-making framework grounded in normative and virtue ethics, to guide educators. This approach is detailed through a theoretical decision tree, offering educators a heuristic tool to weigh the educational advantages and ethical dimensions of using ChatGPT. An educator can use the decision tree to reach a conclusion on using ChatGPT within the classroom environment by using ethical considerations to promote personalized learning and upholding academic integrity. The paper stresses the importance of ongoing professional development for educators in ethical AI usage and calls for institutional support in this pursuit. It also identifies future research directions, including long-term impact studies of ChatGPT and comparative analyses of various AI tools in economics education, underscoring the paper’s relevance to current educational technology discourse.
PubDate: 2024-01-19
DOI: 10.1007/s40889-024-00184-2
- Virtue ethics and moral foundation theory applied to business ethics
education-
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Abstract: Abstract This research describes and empirically evaluates the application of a business ethics pedagogy informed by neuroscience and evolutionary biology that suggest ethical decisions are made unconsciously and emotionally. Moral Foundation Theory (MFT) provides a framework that considers a range of values individuals rely on for decision-making. This relates to Virtue ethics (VE) that develops intellectual and character virtues, requires emotional development and is thus suitable for guiding business ethics pedagogy. This study focuses on a business ethics course integrating intellectual virtue and character virtue pedagogies, including contemplative and emotional intelligence skills practices. The aim of the course is to develop character, providing future managers the means to enact ethical decision-making through self-awareness of emotions, intrinsic values and translate these into ethical behavior. Pre-Post Emotional Intelligence (EI) and Moral Foundation Questionnaires (MFQ) are used to evaluate the development of students’ character virtues, i.e., increased emotional awareness, emotional regulation and intrinsic values. This paper mainly seeks to understand how to develop ethical behavior, beyond learning didactic definitions of what is ethically right and what is wrong, i.e. focusing on the learning process that can lead to personal ethical judgment and conduct. The related pedagogy integrates transdisciplinary theories and practices, and as such suggests a holistic approach to ethical behavior transformation. The results indicate limited, significant changes in all measures except emotional awareness. This developing field requires more research to identify the contributions of MFT and related pedagogy to students’ ethical development.
PubDate: 2024-01-17
DOI: 10.1007/s40889-023-00181-x
- Exploration of ethics, good, and unethical acts
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Abstract: Abstract Ethics and morality, fundamental concepts in human society, are expected to be upheld by individuals and effectively taught by teachers to new generations. This study delves into the perceptions of preservice teachers regarding ethics and good within the framework of an ethics and morality course in education. It also explores the ethical and unethical behaviors these teachers most commonly encounter in their school experiences. Utilizing a qualitative case study methodology, the research provides an in-depth analysis of ethics, the concept of good, ethical and unethical behaviors within the Turkish context. Through thematic analysis of data collected over various weeks, the findings reveal that participants perceive ethics as actions, individuals, and ideas that embody values such as justice, respect, and honesty. Their decision-making is influenced by diverse ethical filters aligned with normative ethical theories. For instance, an act is deemed ethical if it does not limit freedom and harm others, conforms to societal norms, benefits others, adheres to laws and rules, instills a sense of righteousness, and stems from good intentions. Furthermore, the study identifies six key qualities defining the concept of good: evoking happiness, being beneficial, proper, pure, preferred, and encompassing both moral and ethical dimensions. The experiences of ethical and unethical acts among participants predominantly relate to themes of inequality versus justice, harshness versus love, ineffective versus effective teaching, inconsistency versus role model behaviors, undesired versus desired relationships with school stakeholders, and the breach versus balance between professional and private life. Overall, this research highlights significant aspects of how preservice teachers perceive the concepts of ethics and good along with unethical behaviors, offering valuable insights for teacher education.
PubDate: 2023-12-28
DOI: 10.1007/s40889-023-00180-y
- (Mis)representations of Kant’s moral theory in applied ethics textbooks:
emphasis on universalizability, absence of autonomy-
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Abstract: Abstract This study examined representations of Kant’s theory of ethics in three applied ethics open textbooks. In two of the three textbooks, the concept of autonomy, which is the foundational concept in Kant’s theory, was generally missing. The three textbooks introduced and explained Kant’s emphasis on duty, but only one of them explicated the connection between duty and autonomy. All three textbooks introduced and explained Kant’s concept of universalizability. All of them also introduced the Formula of Humanity (FH), however, none of them explained what Kant meant by “humanity” in that formula (Kant defined humanity as “the capacity to set ends”). The study concluded with recommendations for textbook authors on how to write valid and comprehensive introductions to Kant’s theory. The recommendations were the following: First, Kant’s theory should be introduced as a theory of both autonomy and duty. Second, the Formula of Universal Law (FUL) should be introduced as a tool that supports agents in practicing autonomy, not as a formula that should be blindly followed; blindly following formulas contradicts with Kant’s commitment to the unconditional respect of human autonomy. Finally, when introducing Kant’s command to treat humanity as an end-in-itself, it is important to explain what he meant by humanity and by end-in-itself.
PubDate: 2023-12-21
DOI: 10.1007/s40889-023-00182-w
- 12th International conference on ethics education
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PubDate: 2023-12-08
DOI: 10.1007/s40889-023-00178-6
- Contribution of moral case deliberations to the Moral Craftmanship of
prison staff: A quantitative analysis-
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Abstract: This study explores the impact of participation in a series of moral case deliberations (MCD) on the moral craftsmanship (MCS) of Dutch prison staff. Between 2017–2020, ten MCDs per team were implemented in three prisons (i.e., intervention group). In three other prisons (i.e., control group) no MCDs were implemented. We compared the intervention and control group using a self-developed questionnaire, administered before (pre-measurement) and after the series of MCDs (post-measurement). Results After the MCDs, participants scored significantly higher on 7 of the 70 items related to MCS. On some items there were significant impact differences between the various professional disciplines. Discussion Possible explanations for a relatively low impact are discussed. A shorter and validated questionnaire is needed in order to further study the MCS of professionals and the impact of Ethics Support Services (ESS). Conclusions There was a positive development on some elements of MCS after participation in a series of MCDs.
PubDate: 2023-12-01
DOI: 10.1007/s40889-023-00165-x
- Ethics, aesthetics, and moral imagination
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PubDate: 2023-10-10
DOI: 10.1007/s40889-023-00177-7
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