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International Journal of Ethics Education
Number of Followers: 1  
 
  Hybrid Journal Hybrid journal (It can contain Open Access articles)
ISSN (Print) 2363-9997 - ISSN (Online) 2364-0006
Published by Springer-Verlag Homepage  [2467 journals]
  • Cultivating character in female student leaders: Case of a leadership
           program of an NGO in the Philippines

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      Abstract: Abstract How can students’ character formation be supported such that their youthful energy can become a force for the good' There is burgeoning research on how universities can help form people of character (Brooks et al. in International Journal of Ethics Education 4(2):167–182, 2019; Lamb et al. in Journal of Moral Education 1–23, 2021b). Nongovernmental organizations can also play a role. This article explores how a leadership program for students in the Philippines cultivates character using as theoretical framework the 7 strategies of character development presented in Lamb et al. in Journal of Character Education 17(1):81–108, 2021a. Upon examination of how the strategies are integrated, recommendations for improvement of the program design are given.
      PubDate: 2022-11-30
       
  • Perception of students on challenges hindering the implementation of
           civics and ethical education: evidence from aleta wondo secondary school,
           sidama national regional state, Ethiopia

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      Abstract: Abstract The main objective of this study was to explore the perception of students on challenges that hindered the implementation of Civics and Ethical Education in Aleta Wondo secondary school. To achieve this objective, the study employed a cross sectional survey research design with a combination of mixed research approach. The quantitative data collected through survey was analyzed via mean and standard deviation while the qualitative data obtained from key informant interviews and document analysis was presented using narration. The findings of the study indicated that content and context related problems such as repetition of the content, deformity of contents and improper mode of delivery of the course were identified as major factors that influenced the implementation of the discipline. Moreover, external environment related challenges such as engagement of a number of students in harmful activities, lack of parental involvement in the school activities, and mass media were major reasons for Civics and Ethical Education to meet its objectives ineffectively. Therefore, this study demanded all stakeholders to be highly committed to the effectiveness of the subject, and responsible to curb those challenges that affected the implementation of the discipline.
      PubDate: 2022-11-28
       
  • A survey and critical analysis of the teaching of medical ethics in UK
           medical schools

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      Abstract: Abstract This article surveys and analyses the reflections on medical ethics teaching by colleagues teaching in United Kingdom (UK) medical schools in the early 2020s. Participants were recruited mainly by using the worldwide web to identify 64 people from 41 UK medical schools who were thought to contribute to teaching medical ethics based on their internet profiles. Twenty-three people responded. The survey data reveals that many staff are happy with the provision of medical ethics teaching, but also that some are concerned about the quality of provision due to concerns with staff expertise and teaching time. In spite of the fact that the General Medical Council (GMC) and other organisations are perceived to have contributed to raising the profile of medical ethics, there is significant concern with how it is embedded within local UK medical curricula. Some participants contributed hardly or not at all to research in medical ethics, where one attributed this decline in research to the pandemic. Future work will need to address what can be done to improve the provision of medical ethics teaching to address some of these findings and to survey and analyse how perceptions might have changed in light of recent challenges and developments.
      PubDate: 2022-11-03
      DOI: 10.1007/s40889-022-00158-2
       
  • Bioethics and adolescents: a comparative analysis of student views and
           knowledge regarding biomedical ethics

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      Abstract: Abstract The rapid pace of scientific advancements has given rise to various ethical issues, emphasizing the importance of learning about bioethics at a young age. However, bioethics education often begins at the undergraduate level or beyond. Consequently, current literature assesses the perceptions of bioethical issues among university students. This pilot study assesses perceptions on relevant bioethical issues among high school students from the United States of America and Pakistan. A cross-sectional study design using an online quantitative survey was utilized to collect data using non-probability convenience sampling. The questionnaire collected demographic information, and attitudes of students towards ethical issues surrounding social media use and patient rights on a 7-point Likert scale. Data was analyzed using Statistical Package for Social Sciences (SPSS) through descriptive and inferential statistics. One hundred and seventy-seven respondents returned the survey, with 75 from Pakistan. 80% of the respondents were females. While 85% of respondents believed that bioethics is an important field of study for adolescents, 86% also felt a lack in bioethics outreach and education. 69% reported having a social media account. While there was no statistically significant difference between perceptions of students from the two countries regarding ethical concerns surrounding social media, a statistically significant difference (p < 0.05) was observed regarding perceptions of adolescents from these two countries with respect to rights of minors. The survey findings indicate that adolescents demonstrate awareness of bioethical issues and thereby issues relevant to their context require integration into the mainstream curricula at the high school level.
      PubDate: 2022-11-02
      DOI: 10.1007/s40889-022-00157-3
       
  • Biology students’ convictions and moral disengagement toward bioethical
           issues: a path analysis

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      Abstract: Abstract Advances in science and technology has led to the rise of different issues in relation to human life and security as well as the environment. These issues also paved the way for the field of Bioethics with its principles aiming to uphold moral standards on these issues. This study aimed to test and modify the theoretical models of the factors influencing the conviction schemas of BS Biology Bioethics students of a state university toward bioethical issues. One hundred ten (110) undergraduate students were pre-tested and post-tested for comprehension of Bioethics principles, moral disengagement, and convictions toward bioethical issues. Identified personal factors were also retrieved for testing. Results showed that the Bioethics course has increased the participants’ comprehension of Bioethics principles, moral disengagement, and convictions. Stepwise multiple regression results revealed that anxiety, extraversion, exposure to media, and moral disengagement can predict pre-convictions. On the other hand, only moral disengagement was found to predict post-convictions. Furthermore, moral disengagement can be predicted by convictions before the course while anxiety, openness to change, and convictions were the predictors after the course. The proposed theoretical model was for tested goodness of fit using Structural Equation Modeling (SEM) and acceptance was based on the model fit criteria. Since the proposed model was not found to fit the data, this was revised based on the results of multiple regression and correlation among exogenous variables. Three models were constructed and found to fit the data adequately. These models show the direct and indirect effects of personal factors and moral disengagement on convictions. The mediating effects of moral disengagement and convictions to each other were also shown. Findings further imply that the ability to understand the principles does not influence convictions, but rather moral disengagement has a greater influence on the said factor. Improving moral education by integrating Bioethics to the curriculum is recommended to further strengthen the moral judgement and reasoning of students.
      PubDate: 2022-10-25
      DOI: 10.1007/s40889-022-00149-3
       
  • Investigation of the effectiveness of professional ethics and legal issues
           course on ethical competencies of counselor candidates

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      Abstract: Abstract In this study, it was examined whether the Professional Ethics and Legal Issues course given at the undergraduate level contributes to the professional ethical competencies of the counselor candidates. The study group of the research consists of 63 senior guidance and psychological counseling students who took the “Professional Ethics and Legal Issues” course at a university located in the Central Black Sea Region of Turkey. Students participating in the study, 46 (73%) were female and 17 (27%) were male. Descriptive statistics were used while analyzing the data of the research. In addition, the internal consistency coefficient of the pre-test and post-test applications of the data collection tool used in the research was calculated. In the study, whether there was a significant difference between the pre-test and post-test scores after the application was analyzed with the dependent groups t-test. In addition, the Cohen d effect size coefficient was calculated to determine the effect sizes of the results obtained after the pre-test and post-test. Psychological Counseling Professional Ethical Competencies Evaluation Questionnaire (PCPECEQ) developed by the researcher was used as data collection tool. As a result of the analysis, it was revealed that the professional ethics and legal problems course has a significant effect on the ethical competencies of the counselor candidates. This result reveals that the professional ethics course taken at the undergraduate level is an important course in terms of professional ethics competencies of counselor candidates. Considering that one of the important reasons for the ethical dilemmas of counselors working in the field is their lack of professional ethics, a professional ethics course to be given correctly at the undergraduate level will help counselor candidates to cope with possible ethical problems more effectively.
      PubDate: 2022-10-19
      DOI: 10.1007/s40889-022-00151-9
       
  • COVID-19 pandemic reveals challenges in engineering ethics education

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      Abstract: Abstract Engineering ethics can be divided into three spheres, namely the technical, the professional, and the social. Ideally, engineering students should engage with all three spheres of ethics, but the literature suggests that this might not be the case. How do engineering students engage with the three spheres of engineering ethics during a global pandemic' The COVID-19 pandemic represents a dramatic and ongoing real-world challenge affecting many students personally. This research explores the extent to which engineering students engage with each sphere of engineering ethics by examining how engineering students understand their roles in addressing the pandemic and its implications. We conducted a survey with undergraduate engineering students (n = 410) at a university in the Midwest. Qualitative analysis suggests that there was low engagement with both social ethics and professional ethics among respondents, while there was higher engagement with technical ethics. Quantitative analysis suggests that non-conservative engineering students from less wealthy families in our study show higher engagement with technical ethics as compared to conservative engineering students from less wealthy families. Non-conservative engineering students from wealthy families, however, show similar engagement with technical ethics as compared to conservative engineering students from wealthy families. In addition, engineering students from both wealthy and less wealthy families show higher engagement with technical ethics if they reside in urban areas as compared to engineering students from both wealthy and less wealthy families in non-urban areas. In addition, the difference in terms of engagement with technical ethics between non-urban engineering students from less wealthy families and urban engineering students from less wealthy families is larger than the difference in terms of engagement with technical ethics between non-urban engineering students from wealthy families and urban engineering students from wealthy families. Further investigation will be needed to explain these findings. However, qualitative results confirm that, despite the potential for the pandemic to encourage engagement with all three spheres of ethics, there continues to be low engagement with ethics beyond the technical level.
      PubDate: 2022-09-14
      DOI: 10.1007/s40889-022-00156-4
       
  • Teaching bioethics online during Covid-19: Reflections from Pakistan

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      Abstract: Abstract The Covid-19 pandemic necessitated a shift to online teaching of bioethics, a field that relies on discourse and interactive teaching methods. This paper aims to highlight the challenges faced and lessons learned while describing the experience of having to shift to teaching bioethics online to students enrolled in the Postgraduate Diploma in Biomedical Ethics (PGD) and Master of Bioethics programs at the Centre of Biomedical Ethics and Culture (CBEC) in Pakistan. Opinions of students, mainly compromising mid-career healthcare related professionals, were obtained through a survey (n = 13) and an in-depth group discussion via Zoom. Observations from core faculty (n = 7) were recorded through conducting a content analysis of monthly faculty meetings, enhanced by faculty narratives published in the Centre’s bi-annual newsletter. Faculty and students alike expressed unease with the online mode since it minimized chances of interaction with peers and faculty thus negatively affecting learning process. Juggling work responsibilities while taking synchronous online classes proved to be difficult for students particularly for clinicians, with unique issues for women. Faculty faced increased workload due to the necessity for development of innovative teaching methods and new assessment tools in order to maintain the standard of the academic programs. Despite the problems surrounding the online mode, students and faculty also acquired new skills during this period. Overall, there was a clear preference for on-campus learning, however against the backdrop of a pandemic, online mode was considered as the only viable option.
      PubDate: 2022-09-01
      DOI: 10.1007/s40889-022-00155-5
       
  • Awareness of scientific publication ethics in higher education

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      Abstract: Abstract Ethical violations can cause wasteful use of resources, unfair advantage for some scientists over others, and setting a bad example to the scientific community and young scientists. Awareness of these violations helps to prevent moral contamination of the academic community. A web-based survey with 30 items was sent to all residents and academic staff worked at different faculties in our university to evaluate the participants' thoughts and knowledge about academic publication ethics. There were 48 female and 53 male respondents. 44.6% of the participants had never taken ethics courses. 57.4% of the participants think that the ethics course should be given throughout life. The responses to “when ethical course should be given'” was significantly different between males and females, but not according to academic titles and age ranges. Except residents, all participants had complete information about the predatory journals, books and congresses. 29% of the participants were not aware of ghost authorship and 20% were misinformed. The participants did not have sufficient knowledge and awareness about plagiarism, except for some sub-titles. Although lack of awareness is mostly evident among non-academicians, both academicians and non-academicians need to be educated and trained about plagiarism.
      PubDate: 2022-09-01
      DOI: 10.1007/s40889-022-00154-6
       
  • A global platform for ethics education

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      PubDate: 2022-08-25
      DOI: 10.1007/s40889-022-00153-7
       
  • Measuring ethical development of engineering students across universities
           and class years

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      Abstract: Abstract While the technical aspects of engineering are emphasized in education and industry, the ethical aspects are, in some ways, just as vital. Engineering instructors should teach undergraduates about their ethical responsibilities in the realm of engineering. Students would then be more likely to grasp their responsibilities as professionals. For many students, undergraduate study is a time of growth and change, with their ethical development just beginning to take shape. In this study, we aim to understand the progression of ethical development for engineering undergraduate students and identify key factors that may contribute to their development. To help us assess ethical development, we deployed in Fall 2020 a survey to undergraduate engineering students at two universities; the survey entailed the Defining Issues Test-2 (DIT-2). The DIT-2 evaluates ethical development based on Kohlberg’s theory of moral development; the test recognizes three levels of morality—preconventional, conventional, and postconventional. This study evaluates the associations between students’ university and class year and their Personal Interest, Maintaining Norms, and N2 scores. We utilized the results of a multivariate analysis of variance (MANOVA) to address the following research question: Is a student’s ethical development associated with their university and class year' The results of the analysis reveal that students’ ethical development appear to differ between universities and to lie along a continuum, changing from first-year students to seniors of engineering undergraduate study.
      PubDate: 2022-08-22
      DOI: 10.1007/s40889-022-00150-w
       
  • 11th International Conference on Ethics Education

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      PubDate: 2022-08-10
      DOI: 10.1007/s40889-022-00152-8
       
  • Fostering ethical reflection on health data research through co-design: A
           pilot study

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      Abstract: Health research ethics training is highly variable, with some researchers receiving little to none, which is why ethical frameworks represent critical tools for ethical deliberation and guiding responsible practice. However, these documents' voluntary and abstract nature can leave health researchers seeking more operationalised guidance, such as in the form of checklists, even though this approach does not support reflection on the meaning of principles nor their implications. In search of more reflective and participatory practices in a pandemic context with distance learning, this study explored whether co-design could support engagement and reflection on ethical principles amongst early-stage health researchers. In a pilot test using the Swiss Personalized Health Network's ethical framework for Responsible Usage of Personal Data in Health Research as a case study, we engaged health researchers to design visuals of four ethical principles. In two online workshops, participants (N = 10, N = 8) completed activities such as individual reflection, collaborative ideation, sketching, prototyping, discussion, and feedback. Our analysis shows that the co-design process helped foster in-depth engagement and reflection on the meaning and relevance of the SPHN ethical principles. Participants reported enjoying the experience, and most felt that visuals could motivate engagement with ethical frameworks. This study demonstrates the feasibility of a participatory, design-oriented approach to promote engagement with research ethics among early-career health researchers and highlights key challenges and lessons learned. In doing so, it lays the foundation for future research to investigate the impact of design-oriented, participatory learning to foster reflection and deliberation in ethics education.
      PubDate: 2022-06-22
      DOI: 10.1007/s40889-022-00148-4
       
  • Moving intensive onsite courses online: responding to COVID-19 educational
           disruption

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      Abstract: Abstract From February 2020, the COVID-19 pandemic led to closures of educational institutions to reduce the spread of infectious disease. This forced the U.S. education system into a massive experiment with online education. Despite conducting online bioethics education for nearly twenty years, our bioethics program, a joint endeavor of Clarkson University and Icahn School of Medicine at Mount Sinai, was not immune to this disruption because our curriculum features intensive, one-week onsite courses. Even in the face of historic disruptions, it is vital to ensure minimal interruptions to teaching and assessing students to provide effective education. This paper reviews the steps we took to successfully convert the onsite components of our curriculum to a synchronous online format, and it focuses on how we preserved instruction and assessment of practical skills that comprise these courses’ core. It also explains how we fostered interactive classroom environments.
      PubDate: 2022-06-15
      DOI: 10.1007/s40889-022-00146-6
       
  • Scientific ethos and ethical dimensions of education

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      Abstract: Abstract This research examines the ethical dimensions of ethical thought aimed at reflecting fundamentals or leading principles of the production and reproduction of knowledge in science and tertiary education. To achieve research goals, the author of this article evaluates the key assumption that statements in the ethics of science and education are transcendental but do not require a reference to a transcendental or metaphysical subject. The author adheres to the stances by Wittgenstein and Moore and defines ethics in terms of the general inquiry into what is good. The ways of forming ethical statements are compared with the main provisions of Merton’s theory of scientific ethos and its effects on the understanding patterns of the production and reproduction of knowledge. A comparison of general types of ethical inquiry and the theory of scientific ethos helps to present the theory of scientific ethos in terms of middle-range ethical theory. The comparison of transcendental statements in ethics and the points of the theory of scientific ethos is related to the issues of the philosophy of education. The relation is due to the exploring the forms and bases of reproduction of scientific society through tertiary education. The production of knowledge in science generates forms of judgments while education reproduces their ethically acceptable patterns of obtaining and applying. As a result, ethical transcendentalism without reference to a transcendental subject inevitably emphasizes the dialogical design of teaching. This design includes diversification of norms and values in science. Diversity as such ensures collective methods of decision-making and opposes any authoritarianism in education.
      PubDate: 2022-06-09
      DOI: 10.1007/s40889-022-00147-5
       
  • Teaching phronesis to aspiring police officers: some preliminary
           philosophical, developmental and pedagogical reflections

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      Abstract: Abstract According to Aristotle, the crucial meta-virtue of phronesis (practical wisdom) is cultivated through teaching and experience. But he remains mostly silent on the details of this developmental picture and its educational ramifications. This article focuses on the ‘taught’ element of phronesis development in the context of police ethics education. I begin by piecing together the developmental trajectory that Aristotle suggests towards full virtue, up to and including phronesis development. I also briefly list ten potential weaknesses of this picture. I then present a reconstructed Aristotelian model of phronesis and explain how the teaching element of phronesis education could be executed, with an illustration from an ongoing phronesis intervention for UK police-science students. However, I go on to dampen the enthusiasm about this ‘taught’ component, by explaining how relatively small the ‘zone of proximal development’ is that can be targeted by scaffolded teaching. Finally, I elicit some implications of the conclusion that most of phronesis development will need to be ‘caught’ from gradually unfolding personal and professional experiences.
      PubDate: 2022-06-02
      DOI: 10.1007/s40889-022-00145-7
       
  • Online dilemma discussions as a method of enhancing moral reasoning among
           health and social care graduate students

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      Abstract: Abstract Dilemma discussions have been proven to be one of the most effective methods to enhance students’ moral reasoning in ethics education. Dilemma discussions are increasingly arranged online, but research on the topic has remained sparse, especially in the context of continuing professional education. The aim of the present paper was to develop a method of dilemma discussions for professional ethics. The method was based on asynchronous discussions in small groups. Health and social care students raised work-related dilemmas from their experiences and discussed them in terms of professional values, ethical guidelines and theories. Participants in this quasi-experimental study were 87 first-term graduate students at a Finnish university of applied sciences. Health and social care students in two consecutive ethics courses constituted two experiment groups, whereas health and social care students and business students in other programmes served as control groups. Students filled in a Defining Issues Test (DIT2) at the beginning of their studies and three months apart. Statically significant increase in moral reasoning was evidenced for experiment group 2, when discussion groups were purportedly composed to maximise differences in initial levels of moral reasoning. Findings suggest that online dilemma discussions can advance students’ moral reasoning development, especially when students’ exposure to higher-level arguments is ensured through complementary means, such as instructions, examples and plenary discussions. Online real-life dilemma discussions may also serve other important goals of ethics education, especially acquiring ethical concepts, and they can promote other components of ethical decision making: ethical sensitivity and motivation, and acquisition of implementation skills.
      PubDate: 2022-06-01
      DOI: 10.1007/s40889-022-00143-9
       
  • The ethics laboratory: an educational tool for moral learning

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      Abstract: Abstract This article introduces the Ethics Laboratory as an inter-sectorial and cross-disciplinary dialogical forum which can be viewed as an educational tool for moral learning. The Ethics Laboratory represents a platform for the informal, collaborative investigation, in strict confidentiality, of ethical questions that have social consequences and/or legal concerns and bridges boundaries between research communities, institutions and patients. Its methodological structure proposes an experimental, open-ended way of unpacking implied assumptions, underlying values, comparable notions and observations from different professional fields. In connection with a large social science project on precision medicine, we conducted four Ethics Laboratories followed by eight interviews with a selected number of participants. Through these interviews we learnt how this exploratory dialogical forum heighten moral awareness on issues that are shared among stakeholders who work to implement precision medicine in Denmark. Though the framework was developed specifically to foster ethical reflection within precision medicine, its dialogical structure lends itself to other professional areas and can easily be adopted and carried out.
      PubDate: 2022-05-25
      DOI: 10.1007/s40889-022-00142-w
       
  • Editorial

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      PubDate: 2022-05-16
      DOI: 10.1007/s40889-022-00144-8
       
  • Fragmented or centralized': Comparative case study of ethical
           frameworks for social research in Philippines and Taiwan

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      Abstract: Abstract With the delegation of ethical checking mechanisms to the institutional review boards (IRBs), flexible interpretations of overarching research ethics principles differed across scientific and cultural settings. This article is a comparative case study of ethical frameworks for social research in the Philippines and Taiwan. Justifications in choosing the two cases preponderantly focused on data trends regarding research and development (R&D) policy and practice. This article compared the elements observed in the two frameworks, specifically in terms of: national regulations, curricular requirements, procedures for IRB review application, and other arrangements. Findings revealed that the Philippine academe enjoys relative autonomy or described as more fragmented, unlike Taiwan institutions that strictly follow centralized and country-wide standardization. The intensification of research ethics in Taiwan did not, however, hamper R&D efforts. On the contrary, the Taiwan model may have strengthened the current research ecosystem and bolstered confidence in the different sectors, thus generating multi-sectoral funding and collaborations.
      PubDate: 2022-04-25
      DOI: 10.1007/s40889-022-00141-x
       
 
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