Teaching Ethics To Undergraduates: An Examination Of Contextual Approaches

2011 ◽  
Vol 2 (4) ◽  
pp. 29
Author(s):  
H. Francis Bush ◽  
Karen Gutermuth ◽  
Clifford West
Keyword(s):  
Service Learning ◽  
Ethics Education ◽  
Ethical Dilemmas ◽  
Learning Experiences ◽  
Colleges And Universities ◽  
Teaching Ethics ◽  
Managerial Ethics ◽  
Undergraduate Level ◽  
Future Studies ◽  
Honor System

Our purpose was to advance the current academic discussion on how to most effectively teach managerial ethics at the undergraduate level.  We argued that undergraduate ethics education should be comprehensive, multi-dimensional and woven into the fabric of each student’s experience.  In particular, we hypothesized that the inclusion of service-learning experiences and a rigorous honor system would lead to better identification and resolution of ethical dilemmas.  A survey of 304 undergraduates from four colleges and universities yielded modest support for our hypotheses.  In conclusion, we discuss possible explanations for the results and avenues for future studies. 

Teaching Ethics through Community Service

1995 ◽  
Vol 18 (1) ◽  
pp. 20-24
Author(s):  
Judith A. Boss
Keyword(s):  
Academic Performance ◽  
Service Learning ◽  
Moral Development ◽  
Community Service ◽  
Ethics Education ◽  
Effective Means ◽  
Teaching Ethics ◽  
Community Service Learning

Community service learning, when combined with a program of ethics education, is an effective means of enhancing students' personal, social and moral development as well as their academic performance.

Teaching Ethics Online to Health Sciences Professionals

2021 ◽  
pp. 264-282
Author(s):  
Rohini Ganjoo ◽  
Lisa Schwartz ◽  
Yuliya Dobrydneva ◽  
Shawneequa Lauren Callier ◽  
Joan T. Butler ◽  
...  
Keyword(s):  
Ethics Education ◽  
Ethical Decision Making ◽  
Ethical Dilemmas ◽  
Healthcare Delivery ◽  
Health Sciences ◽  
Teaching Ethics ◽  
Future Health ◽  
Online Format ◽  
Pedagogical Research ◽  
Washington University

Health sciences professionals work on diverse healthcare delivery teams and often face ethical dilemmas. Ethics education in an online environment is one way that such individuals can obtain relevant, easily accessible, and academically rigorous instruction on ethical decision-making and professional and research practices. In this chapter, the authors present existing empirical evidence of online ethics education, share their experiences teaching ethics online at The George Washington University, and provide recommendations for future pedagogical research relevant to diverse healthcare professionals. Based on their findings, the online format can be effectively utilized to teach ethics to current and future health sciences professionals.

Survey of Time Devoted to Ethics in Accountancy Programs in North American Colleges and Universities

2006 ◽  
Vol 21 (2) ◽  
pp. 99-109 ◽  
Author(s):  
Roland L. Madison ◽  
Jacqueline J. Schmidt
Keyword(s):  
North American ◽  
Ethics Education ◽  
Colleges And Universities ◽  
Teaching Ethics ◽  
Integration Approach ◽  
Approach To Teaching ◽  
Departmental Chairs

A survey of 122 accounting administrators (chairs) of the largest North American accountancy programs was analyzed from two institutional perspectives—private versus public and AACSB-accredited versus non-AACSB-accredited—to determine attitudes on ethics education. The results reveal that chairs in all institutional categories agreed that ethics education is “of great importance,” both in the business and the accountancy curriculum, and that most chairs felt it was even more important in the accountancy curriculum. Findings indicate that most institutions currently incorporate ethics education into the accountancy curriculum instead of having stand-alone, ethics-specific classes. Furthermore, most chairs preferred the integration approach to teaching ethics rather than offering stand-alone classes. The findings also indicate that although ethics education has increased substantially in the accountancy curriculum, departmental chairs ideally want to allot more time to ethics.

Teaching a Course on Psychology Ethics to Undergraduates: An Experiential Model

1998 ◽  
Vol 25 (4) ◽  
pp. 286-287 ◽  
Author(s):  
Thomas G. Plante
Keyword(s):  
Service Learning ◽  
Moral Philosophy ◽  
Ethical Dilemmas ◽  
Learning Experience ◽  
Ethical Principles ◽  
Teaching Ethics ◽  
Ethical Implications

In this article, I detail a course for teaching ethics to undergraduates. In addition to learning about moral philosophy and the ethical principles for psychologists, the purpose of the course is to help students become more sensitive to the complex ethical dilemmas involved in the field of psychology and related disciplines. Participation in a service-learning experience allows students to reflect on ethical implications both in and outside of the classroom.

To Tell or Not to Tell, That Is the Question

2006 ◽  
Vol 11 (3) ◽  
pp. 236-243 ◽  
Author(s):  
Knut Dalen
Keyword(s):  
Gender Differences ◽  
Ethics Education ◽  
Ethical Dilemmas ◽  
Continuous Process ◽  
Telephone Counseling ◽  
Counseling Service ◽  
Telephone Service

Ethical dilemmas encountered by psychologists have previously been studied in surveys and as formal ethical complaints. No previous publications have been found in which data from an ethics counseling telephone service for psychologists has been analyzed. The present study examines ethical dilemmas, as presented by members of the Norwegian Psychological Association calling the Ethics Telephone Counseling Service (ETCS) from 2001 through 2003. Psychologists seek counseling for a range of ethical dilemmas. Ethical dilemmas concerning confidentiality are those most commonly presented. Dilemmas concerning integrity are also fairly common, whereas dilemmas concerning competence are rarely presented. The study shows virtually no difference in frequency and nature of consultation based on how long a psychologist has been licensed. This study also shows only minor gender differences in the use of the ETCS. Possible implications for ethics education as a continuous process are discussed.

scholarly journals Paediatric Residents and Fellows Ethics (PERFEct) survey: perceptions of European trainees regarding ethical dilemmas

2021 ◽  
Author(s):  
M. C. den Boer ◽  
A. Zanin ◽  
J. M. Latour ◽  
J. Brierley
Keyword(s):  
Medical Education ◽  
Medical Ethics ◽  
Ethics Education ◽  
Ethical Dilemmas ◽  
Moral Dilemmas ◽  
Ethics Training ◽  
Healthcare Team ◽  
Medical Ethics Education ◽  
European Paediatric ◽  
Future Practice

AbstractWith an increasingly complex healthcare environment, ethics is becoming a more critical part of medical education. We aimed to explore European paediatric trainees’ experiences of facing ethical dilemmas and their medical ethics education whilst assessing their perceptions of ethical dilemmas in current and future practice. The Young Sections of the European Academy of Paediatrics and European Society of Paediatric and Neonatal Intensive Care developed an explorative online survey covering demographics, ethical dilemmas faced and ethics training. The survey was made available in nine languages from November 2019 to January 2020 via newsletters and social media. Participants (n = 253) from 22 countries, predominantly female (82%) and residents (70%), with a median age of 29-years, completed the survey. The majority (58%) faced ethical dilemmas monthly or more frequently. Most ethics training was received by ethics lectures in medical school (81%) and on the job (60%). A disagreement between the healthcare team and patient/family was the most frequently faced moral dilemma (45%); the second was withholding/withdrawing life-prolonging measures (33%). The latter was considered the most challenging dilemma to resolve (50%). Respondents reported that ethical issues are not sufficiently addressed during their training and wished for more case-based teaching. Many have been personally affected by moral dilemmas, especially regarding withholding/withdrawing life-prolonging measures, and often felt inadequately supported.Conclusion: Paediatric trainees face many moral issues in daily practice and consider that training about managing current and future ethical dilemmas should be improved, such as by the provision of a core European paediatric ethics curriculum. What is Known:• Paediatric services are becoming more complex with an increase in ethical dilemmas asking for rigorous training in ethics.• Ethics training is often lacking or covered poorly in both pre- and postgraduate medical education curricula.• Existing ethics training for European paediatric trainees is haphazard and lacks standardisation. What is New:• The PaEdiatric Residents and Fellows Ethics (PERFEct) survey provides insight into the European paediatric trainees’ views regarding ethical dilemmas in their current and future practice.• European paediatric trainees report a lack of ethics training during paediatric residency and fellowship.• This study provides content suggestions for standardised medical ethics training for paediatric trainees in Europe.

Student-Authored Ethics Vignettes: Giving Voice to Values All Semester

2018 ◽  
Vol 3 (4) ◽  
pp. 331-345
Author(s):  
Laurie L. Levesque
Keyword(s):  
Organizational Behavior ◽  
Ethics Education ◽  
Ethical Decision ◽  
Ethical Dilemmas ◽  
Skill Development ◽  
Contextual Analysis ◽  
Ethical Decisions ◽  
Giving Voice To Values ◽  
Ethics Course ◽  
Or Team

Critics of ethics education suggest that students need to learn about contextual pressures of workplace ethical decisions and develop skills to handle them. Thus, instructors are often challenged to integrate an ethics unit into organizational behavior courses in ways that complement, rather than duplicate, what may have been covered in their degree program’s stand-alone ethics course. This article outlines a multistage class exercise that incorporates student-authored cases. As homework, students write about a firsthand work or team ethical decision. The instructor selects several for subsequent class discussions and activities that foster skill development around contextual analysis and anticipatory strategies adapted from the Giving Voice to Values methodology. Students report peers’ ethics vignettes to be interesting and relevant, and a multiperspective exploration and strategizing of these situations prepares them to face future ethical dilemmas in the workplace.

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