scholarly journals Ethics Education Learning Outcomes for Health Professions Students

2021 ◽  
Author(s):  
Belinda Kenny ◽  
Yobelli Jimenez ◽  
Natalie Pollard ◽  
Kate Thomson ◽  
Amanda Semaan ◽  
...  
Keyword(s):  
Learning Outcomes ◽  
Ethics Education ◽  
Health Professions

scholarly journals Effective Strategies for Research Integrity Training—a Meta-analysis

2021 ◽  
Author(s):  
Johannes Katsarov ◽  
Roberto Andorno ◽  
André Krom ◽  
Mariëtte van den Hoven
Keyword(s):  
Learning Outcomes ◽  
Ethics Education ◽  
Meta Analysis ◽  
Research Integrity ◽  
Responsible Conduct Of Research ◽  
Future Research ◽  
Ethical Standards ◽  
Learning Approaches ◽  
Scientific Publications ◽  
Effective Strategies

AbstractThis article reviews educational efforts to promote a responsible conduct of research (RCR) that were reported in scientific publications between 1990 and early 2020. Unlike previous reviews that were exploratory in nature, this review aimed to test eleven hypotheses on effective training strategies. The achievement of different learning outcomes was analyzed independently using moderator analysis and meta-regression, whereby 75 effect sizes from 30 studies were considered. The analysis shows that the achievement of different learning outcomes ought to be investigated separately. The attainment of knowledge strongly benefited from individualized learning, as well as from the discussion and practical application of ethical standards. Contrarily, not covering ethical standards tended to be a feature of successful courses, when looking at other learning outcomes. Overall, experiential learning approaches where learners were emotionally involved in thinking about how to deal with problems were most effective. Primarily intellectual deliberation about ethical problems, often considered the “gold standard” of ethics education, was significantly less effective. Several findings from previous reviews, e.g., the preferability of mono-disciplinary groups, could not be replicated with multivariate analysis. Several avenues for future research efforts are suggested to advance knowledge on the effectiveness of research integrity training.

The effectiveness of teaching virtual reality-based business ethics: is it really suitable for all learning styles?

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ratna Candra Sari ◽  
Sony Warsono ◽  
Dwi Ratmono ◽  
Zuhrohtun Zuhrohtun ◽  
Hardika Dwi Hermawan
Keyword(s):  
Business Ethics ◽  
Learning Styles ◽  
Learning Outcomes ◽  
Virtual Environment ◽  
Learning Style ◽  
Ethics Education ◽  
Content Type ◽  
Sense Of Presence ◽  
E Learning ◽  
The Military

Purpose Previous research examined the effectiveness of virtual reality (VR) in various fields including engineering (Alhalabi, 2016), the military (Webster, 2016), robotic surgery (Bric et al., 2016; Francis et al., 2020), firefighters (Çakiroglu and Gökoglu, 2019), negotiation training (Ding et al., 2020), health-care training (Chow et al., 2017) and ethics education (Sholihin et al., 2020). However, empirical research examining learning styles on the effectiveness of using VR is still scarce. VR has different characteristics from other learning media and high immersiveness in a VR environment can create a sense of presence that improves learning outcomes, except for students with certain learning styles who experience cognitive overload when exploring virtual environments (Hsu et al., 2017). Therefore, it is necessary to investigate to what extent learning styles can influence the effectiveness of VR-based learning on business ethics. This is because the effectiveness of business ethics education is indispensable along with the increasing cases of fraud and financial companies (PwC’s Global Economic Crime and Fraud, 2020). Design/methodology/approach Education must respond to the progress of information technology (IT) development by providing IT-based teaching methods to enhance the learning process. This is because the evolution of technology is changing student learning preferences from verbal to visual or even virtual (Proserpio and Gioia, 2007). VR is an IT-based learning media that creates a virtual environment which simulates the real world and provides concrete experiences, so students are able to actively explore their course material. VR technology is able to provide practical experiences without actually leaving home, so it is relevant for responding to the current situation due to the COVID-19 pandemic. Findings Compared to traditional learning, VR is a more flexible learning method as it has no limitations of time, distance and space (Yu et al., 2007). The main characteristic of VR is immersion, interaction and imagination (Zhang et al., 2017) that improve cognitive performance in engineering (Alhalabi, 2016), the military (Webster, 2016) and surgical robots (Bric et al., 2016). VR-based learning can improve students’ learning abilities compared to traditional teaching (Jena, 2016). VR has already proven effective in teaching business ethics (Sholihin et al., 2020) because VR has the ability to create a virtual world, without any impact from socially reprehensible acts. With VR, students are able to understand scenarios about ethical dilemmas that occur in business practices, observe the potential consequences and make decisions to solve concrete situations where ethical dilemmas require a response. VR allows students to simulate situations virtually and develop their long-term experience. This is crucial because there is the possibility that in the near future the society will live in a mixed world (virtual and physical space). Practical implications A virtual environment that is able to evoke a sense of presence refers to the intensity of emotional involvement. Sense of presence can actually improve the learning results, but if the user lacks the ability to explore game tasks it will cause a cognitive overload that has a negative impact on learning outcomes (Hsu et al., 2017; Huang et al., 2020). Learning style preferences cause differences in cognitive load during the learning process using VR (Hsu et al., 2017). In a VR-based learning environment, students are required to explore the virtual environment; therefore, without navigation, students with active experimental learning styles are superior to students with passive or observing learning styles (Chen et al., 2005). Therefore, it is necessary to understand the impact of adopting VR technology to improve student’s performance by considering different learning styles. Social implications In Indonesia, the shift from offline learning to e-learning has created new academic pressures for some students (Pajarianto et al., 2020). The main challenge for educators is how to improve student’s learning outcomes and overcome the problem of using e-learning technology. Originality/value In light of the scarcity of research on the effectiveness of VR for teaching business ethics during the COVID-19 pandemic, this study fills the gap by extending the study of Sholihin et al. (2020) in that the authors establish the connection between user perception of the use of VR and learning style in relation to the effectiveness of VR.

The Unique Nature of Clinical Ethics in Allied Health Pediatrics: Implications for Ethics Education

2010 ◽  
Vol 19 (4) ◽  
pp. 471-480 ◽  
Author(s):  
CLARE DELANY ◽  
MERLE SPRIGGS ◽  
CRAIG L FRY ◽  
LYNN GILLAM
Keyword(s):  
Health Professional ◽  
Health Professionals ◽  
Clinical Ethics ◽  
Professional Training ◽  
Ethics Education ◽  
Allied Health ◽  
Health Professions ◽  
Integral Component ◽  
Unique Nature ◽  
Health Professional Training

Ethics education is recognized as an integral component of health professionals’ education and has been occurring in various guises in the curricula of health professional training in many countries since at least the 1970s. However, there are a number of different aims and approaches adopted by individual educators, programs, and, importantly, different health professions that may be characterized according to strands or trends in ethics education.

scholarly journals Health Humanities Curriculum and Evaluation in Health Professions Education: A Scoping Review

2021 ◽  
Author(s):  
Sandra E Carr ◽  
Farah Noya ◽  
Brid Phillips ◽  
Anna Harris ◽  
Karen Scott ◽  
...  
Keyword(s):  
Learning Outcomes ◽  
Scoping Review ◽  
Teaching And Learning ◽  
Ad Hoc ◽  
Health Professions ◽  
Health Professions Education ◽  
Evaluation Framework ◽  
Learning Goals ◽  
Health Humanities ◽  
Self Reflection

Abstract Background:The articulation of learning goals, processes and outcomes related to health humanities teaching currently lacks comparability of curricula and outcomes, and requires synthesis to provide a basis for developing a curriculum and evaluation framework for health humanities teaching and learning. This scoping review sought to answer, how, and why the health humanities are used in health professions education. It also sought to explore how health humanities curricula are evaluated and whether the programme evaluation aligns with the desired learning outcomes. Methods:A focused scoping review of qualitative and mixed-methods studies that included the influence of integrated health humanities curricula in pre-registration health professions education with programme evaluate of outcomes was completed. Studies of students not enrolled in a pre-registration course, with only ad-hoc health humanities learning experiences that were not assessed or evaluated were excluded. Four databases were searched (CINAHL), (ERIC), PubMed, and Medline.Results:The search over a 5 year period, identified 8,621 publications. Title and abstract screening, followed by full-text screening, resulted in 24 articles selected for inclusion. Learning outcomes, learning activities and evaluation data were extracted from each included publication. Discussion:Reported health humanities curricula focused on developing students’ capacity for perspective, reflexivity, self- reflection and person-centred approaches to communication. However the learning outcomes were not consistently described, identifying a limited capacity to compare health humanities curricula across programmes. A set of clearly stated generic capabilities or outcomes from learning in health humanities would be a helpful next step for benchmarking, clarification and comparison of evaluation strategy.

scholarly journals A Comprehensive Review of Serious Games in Health Professions

2014 ◽  
Vol 2014 ◽  
pp. 1-11 ◽  
Author(s):  
Francesco Ricciardi ◽  
Lucio Tommaso De Paolis
Keyword(s):  
Learning Outcomes ◽  
Serious Games ◽  
New Technology ◽  
Health Professions ◽  
Training Methods ◽  
Serious Gaming ◽  
Traditional Training ◽  
Health Related ◽  
E Learning ◽  
And Training

Education of healthcare professionals is of primary importance for patient safety. In some health related professions, education and training have to be practiced during the entire working period and not only limited to school years. The use of new technology such as virtual reality and e-learning brings new possibilities with significant improvement in learning outcomes. Serious gaming describes a technology that can educate and train while entertaining users. This type of training can be very useful for health professions because it improves learning outcomes creating a learner oriented approach and providing a stealth mode of teaching. In some fields it represents an ideal instrument for continuous health professions education also in terms of costs because it is cheaper than traditional training methods that use cadavers or mannequins. In this paper we make a scoping review of serious games developed for health professions and health related fields in order to understand if they are useful tools for health related fields training. Many papers confirmed that serious gaming is a useful technology that improves learning and skills development for health professionals.

Is There a Case for Gamification in Business Ethics Education? An Empirical Study

2019 ◽  
Vol 19 (2) ◽  
pp. 113-127
Author(s):  
Michael D. Baumtrog ◽  
Hilary Martin ◽  
Zahra Vahedi ◽  
Sahar Ahadi ◽  
Keyword(s):  
Business Ethics ◽  
Learning Outcomes ◽  
Student Perceptions ◽  
Ethics Education ◽  
Relative Effectiveness ◽  
Affective Learning ◽  
Teaching Aids ◽  
Post Test ◽  
Learning Efficacy ◽  
Case Discussions

This study compares two uniquely developed tools for engaging undergraduate business ethics students in case discussions: paper-based (static) cases and interactive digital games. The cases we developed address borderline instances of sexual harassment and racism in the workplace and were used to facilitate students’ affective appreciation of the content of course lectures and readings. The purpose of the study was to assess the relative effectiveness of these two tools as teaching aids in increasing affective learning. Pre- and post-test surveys thus focused on affective learning outcomes. These included change in student perceptions of the importance of the topics, feelings of agency, perceptions of improved self-reliance, and confidence. Results showed that digital cases are at least as effective as static cases in terms of their affective learning efficacy, and that digital serious games spur students to reflect on themselves and others more effectively than static cases.

scholarly journals Health Humanities curriculum and evaluation in health professions education: a scoping review

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Sandra E. Carr ◽  
Farah Noya ◽  
Brid Phillips ◽  
Anna Harris ◽  
Karen Scott ◽  
...  
Keyword(s):  
Learning Outcomes ◽  
Scoping Review ◽  
Teaching And Learning ◽  
Ad Hoc ◽  
Health Professions ◽  
Health Professions Education ◽  
Evaluation Framework ◽  
Learning Goals ◽  
Health Humanities ◽  
Self Reflection

Abstract Background The articulation of learning goals, processes and outcomes related to health humanities teaching currently lacks comparability of curricula and outcomes, and requires synthesis to provide a basis for developing a curriculum and evaluation framework for health humanities teaching and learning. This scoping review sought to answer how and why the health humanities are used in health professions education. It also sought to explore how health humanities curricula are evaluated and whether the programme evaluation aligns with the desired learning outcomes. Methods A focused scoping review of qualitative and mixed-methods studies that included the influence of integrated health humanities curricula in pre-registration health professions education with programme evaluate of outcomes was completed. Studies of students not enrolled in a pre-registration course, with only ad-hoc health humanities learning experiences that were not assessed or evaluated were excluded. Four databases were searched (CINAHL), (ERIC), PubMed, and Medline. Results The search over a 5 year period, identified 8621 publications. Title and abstract screening, followed by full-text screening, resulted in 24 articles selected for inclusion. Learning outcomes, learning activities and evaluation data were extracted from each included publication. Discussion Reported health humanities curricula focused on developing students’ capacity for perspective, reflexivity, self- reflection and person-centred approaches to communication. However, the learning outcomes were not consistently described, identifying a limited capacity to compare health humanities curricula across programmes. A set of clearly stated generic capabilities or outcomes from learning in health humanities would be a helpful next step for benchmarking, clarification and comparison of evaluation strategy.

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