scholarly journals Promoting Peer Debate in Pursuit of Moral Reasoning Competencies Development: Spotlight on Educational Intervention Design

2017 ◽  
Vol 8 (4) ◽  
pp. 2 ◽  
Author(s):  
Cicely Roche ◽  
Marek Radomski ◽  
Tamasine Grimes ◽  
Steve J. Thoma
Keyword(s):  
Moral Reasoning ◽  
Educational Intervention ◽  
Community Pharmacists ◽  
Educational Interventions ◽  
Theoretical Background ◽  
Defining Issues Test ◽  
Intervention Design ◽  
Design Development ◽  
Competencies Development ◽  
Further Development

Research indicates that appropriately designed educational interventions may impact positively on moral reasoning competencies development (MRCD) as measured by a psychometric measure known as the Defining Issues Test (DIT). However, findings include that educational interventions intended to impact on MRCD do not consistently promote measurable pre-post development. This paper reviews the theoretical background to the use of educational interventions to impact on MRCD, and spotlights how underpinning Neo-Kohlbergian theory might inform the design of an intervention in order to optimise impact on MRCD. Findings indicate that peer debate - regarding ethical concepts in profession-specific dilemma scenarios, what action(s) might be taken and how ‘less than ideal’ action options might be justified - is essential. Five examples of an adapted format of ‘Neo-Kohlbergian’ profession-specific ‘intermediate concept measures’ (ICMs) are included and were integrated into a 16 week blended learning educational intervention in a manner that promoted repeated exposure to peer debate regarding dilemmas, and the educational intervention design was trialled in a study with 27 volunteer community pharmacists in Ireland. An overview of the design, development and delivery of the intervention is provided. The paper concludes with recommendations for further development of the ‘idea’. Conflict of Interest: None   Type: Idea Paper

A Note on Ethics Educational Interventions in an Undergraduate Auditing Course: Is There an “Enron Effect”?

2004 ◽  
Vol 19 (1) ◽  
pp. 53-71 ◽  
Author(s):  
Christine E. Earley ◽  
Patrick T. Kelly
Keyword(s):  
Moral Reasoning ◽  
Moral Dilemmas ◽  
Educational Interventions ◽  
Defining Issues Test ◽  
Accounting Students ◽  
The Public ◽  
Reasoning Abilities ◽  
Accounting Scandals ◽  
Accounting Courses ◽  
Context Specific

In light of recent accounting scandals and the ensuing “crisis in confidence” facing the public accounting profession, there is a new challenge to accounting educators: how to effectively incorporate ethics into accounting courses, and increase the moral reasoning abilities of their students. Providing accounting students with the ability to reason effectively with respect to moral dilemmas may help to minimize future judgment errors in accounting and auditing settings. This article describes several different educational interventions that were adopted in an undergraduate auditing course. Students' moral reasoning was assessed both at the beginning and the end of the course to determine whether their moral reasoning scores improved based on the interventions. This was done over two semesters: one occurring in 2001 (“pre-Enron”), and one occurring in 2002 (“post-Enron”). Accounting context-specific scores were collected in both semesters (using Thorne's [2000] Accounting Ethical Dilemma Instrument [AEDI]), and general moral reasoning scores (Rest's [1979] Defining Issues Test [DIT]) were also collected in the post-Enron semester. Results indicate increases in AEDI scores, which were robust over both semesters. There was no corresponding increase in DIT scores, which is consistent with previous research; however, students' DIT scores were not significantly different than AEDI scores, which is contrary to the findings of Thorne (2001). In addition, the educational interventions appear to be equally effective in both the pre-Enron and post-Enron semesters, indicating the absence of an “Enron effect.”

Development of a multimedia intervention to improve pneumoconiosis prevention in construction workers using RE-AIM framework

2021 ◽  
Author(s):  
Jieling Chen ◽  
Cho Lee Wong ◽  
Bernard Man Hin Law ◽  
Winnie Kwok Wei So ◽  
Doris Yin Ping Leung ◽  
...  
Keyword(s):  
South Asian ◽  
Educational Intervention ◽  
Self Efficacy ◽  
Intervention Mapping ◽  
Intervention Development ◽  
Educational Interventions ◽  
Construction Workers ◽  
Post Intervention ◽  
Cohen’S D ◽  
Cohen's D

Summary Pneumoconiosis is a common occupational lung disease among construction workers. Educational interventions targeting specific ethnic groups of construction workers are of benefit for pneumoconiosis prevention. The aim of this study was to develop a multimedia educational intervention for pneumoconiosis prevention for South Asian construction workers, and to evaluate its feasibility, acceptability and effectiveness in increasing knowledge of pneumoconiosis, modifying beliefs about pneumoconiosis, and enhancing intention to implement measures for its prevention among the workers. This evaluation was performed using the Reach-Effectiveness-Adoption-Implementation-Maintenance framework. A one-group design was adopted and intervention mapping was used to guide the process of intervention development, while the Health Belief Model guided the development of intervention content. The intervention was delivered at construction sites, ethnic minority associations and South Asian community centres. Data were collected via surveys completed at pre-intervention, post-intervention and 3 months after the intervention. A total of 1002 South Asian construction workers participated in the intervention. The participants reported a moderate-to-large increase in knowledge, perceived susceptibility, perceived severity, perceived benefits, cues to action and self-efficacy (Cohen’s d: 0.37–0.89), a small reduction in perceived barriers (Cohen’s d = 0.12) and a moderate improvement in attitudes and intention to practice (Cohen’s d: 0.45, 0.51) at post-intervention. A follow-up survey of 121 participants found that the implementation of preventive measures appeared to increase. Overall, the findings demonstrate that the implementation of a culturally adapted multimedia educational intervention could be an effective approach to improving knowledge, self-efficacy and intention regarding pneumoconiosis prevention among South Asian construction workers.

scholarly journals Evaluation of Antibiotic Supply Decisions by Community Pharmacists in Thailand: A Vignette Study

Antibiotics ◽  
2021 ◽  
Vol 10 (2) ◽  
pp. 154
Author(s):  
Sisira Donsamak ◽  
Marjorie C. Weiss ◽  
Dai N. John
Keyword(s):  
Respiratory Infections ◽  
Acute Diarrhoea ◽  
Community Pharmacists ◽  
Antibiotic Use ◽  
Educational Interventions ◽  
Community Pharmacies ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Case Vignettes ◽  
A Chain

In Thailand, antibiotics are available lawfully from community pharmacies without a prescription. Inappropriate supply of antibiotics from Thai community pharmacies to the public for common, self-limiting diseases has been reported. The study aimed to evaluate the appropriateness of antibiotics selected by community pharmacists in Thailand in response to vignettes. A cross-sectional survey of community pharmacists across Thailand was conducted using a self-administered questionnaire including nine case vignettes with three conditions, namely upper respiratory infections (URIs), acute diarrhoea and simple wounds. A total of 208 questionnaires were completed and analysed (20.8% response rate). In response to vignettes relating to URIs, 50.8% of pharmacist recommendations were not in accordance with antibiotic guidelines. Inappropriate recommendations for diarrhoea and wound cases were 20.8% and 16.7%, respectively. A higher proportion of younger pharmacists, those with less experience, Pharm. D. graduate pharmacists, employee pharmacists and those pharmacists who worked in a chain pharmacy were more likely to recommend appropriate antibiotic treatment in response to the vignettes (p < 0.05). These findings will be useful to promote educational interventions for community pharmacists regarding common infectious disease management in order to improve appropriate antibiotic use.

scholarly journals Moral reasoning among Dutch community pharmacists: testing the applicability of the Australian Professional Ethics in Pharmacy test

2019 ◽  
Vol 41 (5) ◽  
pp. 1323-1331 ◽  
Author(s):  
M. Kruijtbosch ◽  
W. Göttgens-Jansen ◽  
A. Floor-Schreudering ◽  
E. van Leeuwen ◽  
M. L. Bouvy
Keyword(s):  
Moral Reasoning ◽  
Professional Ethics ◽  
Community Pharmacists

scholarly journals 4367 Exploratory evaluation of an online educational intervention for JUUL use

2020 ◽  
Vol 4 (s1) ◽  
pp. 30-31
Author(s):  
Eleanor L S Leavens ◽  
Matthew J. Carpenter ◽  
Tracy T. Smith ◽  
Nikki Nollen
Keyword(s):  
Young Adults ◽  
Educational Intervention ◽  
Risk Perceptions ◽  
Educational Interventions ◽  
Product Knowledge ◽  
Motivation To Change ◽  
Individual Level ◽  
Increasing Knowledge ◽  
Readiness To Quit ◽  
Amazon's Mechanical Turk

OBJECTIVES/GOALS: Initiation of JUUL use by young adults is one of the most significant issues of concern within the debate on vaping. Despite the proliferation of products and the surge in prevalence, no studies have investigated individual-level interventions or prevention strategies for pod-mod use. METHODS/STUDY POPULATION: Participants (N = 947) were young adults (<30 years old) recruited from Amazon’s Mechanical Turk based on smoking (never, former, and current smokers) and JUUL use status (never and current users), resulting in 6 use groups. In a pre-post design, participants completed baseline assessments, were presented with a brief JUUL-specific educational intervention, and completed post-assessment measures. The one-page intervention provided basic information about JUUL and stated that JUUL is harmful to non-smokers but could be beneficial to smokers if they completely switch. Primary outcomes were changes in JUUL knowledge, perceived harmfulness, intentions for future use, and motivation to change. RESULTS/ANTICIPATED RESULTS: Participants (Mage = 26.1) were male (57%) and White (75%). Overall, the intervention increased JUUL-related knowledge, risk perceptions, commitment to quitting, and readiness to quit JUUL (ps<.01). Similarly, participants showed decreased interest in future JUUL use, interest in purchasing JUUL, and interest in future regular use (ps<.01). Non-JUUL users showed decreased interest in initiating JUUL use after viewing the intervention (p<.01). There were significant Time X Group interactions for JUUL-related knowledge (p<.001), with never JUUL/never smokers showing the greatest increase in product knowledge following the intervention. However, no other interaction effects were significant. DISCUSSION/SIGNIFICANCE OF IMPACT: The intervention was effective in increasing knowledge and risk perceptions while reducing intentions for future use. The intervention was most effective in increasing knowledge among non-users, suggesting that brief educational interventions may be useful tools for preventing pod-mod initiation. CONFLICT OF INTEREST DESCRIPTION: Dr. Carpenter has received consulting honoraria from Pfizer. All other authors have no conflicts to disclose.

scholarly journals Implementing Clinical Pharmacogenomics in the Classroom: Student Pharmacist Impressions of an Educational Intervention Including Personal Genotyping

Pharmacy ◽  
2018 ◽  
Vol 6 (4) ◽  
pp. 115 ◽  
Author(s):  
Amber Frick ◽  
Cristina Benton ◽  
Oscar Suzuki ◽  
Olivia Dong ◽  
Rachel Howard ◽  
...  
Keyword(s):  
Educational Intervention ◽  
Clinical Decision Making ◽  
Clinical Decision ◽  
Educational Interventions ◽  
Rank Test ◽  
Drug Dosing ◽  
Signed Rank ◽  
Signed Rank Test ◽  
Students Attitudes ◽  
Personalized Approach

Pharmacogenomics provides a personalized approach to pharmacotherapy by using genetic information to guide drug dosing and selection. However, partly due to lack of education, pharmacogenomic testing has not been fully implemented in clinical practice. With pharmacotherapy training and patient accessibility, pharmacists are ideally suited to apply pharmacogenomics to patient care. Student pharmacists (n = 222) participated in an educational intervention that included voluntary personal genotyping using 23andMe. Of these, 31% of students completed both pre- and post-educational interventions to evaluate their attitudes and confidence towards the use of pharmacogenomics data in clinical decision making, and 55% of this paired subset obtained personal genotyping. McNemar’s test and the Wilcoxon signed-rank test were used to analyze responses. Following the educational intervention, students regardless of genotyping were more likely to recommend personal genotyping (36% post-educational intervention versus 19% pre-educational intervention, p = 0.0032), more confident in using pharmacogenomics in the management of drug therapy (51% post-educational intervention versus 29% pre-educational intervention, p = 0.0045), and more likely to believe that personalized genomics would have an important role in their future pharmacy career (90% post-educational intervention versus 51% pre-educational intervention, p = 0.0072) compared to before receiving the educational intervention. This educational intervention positively influenced students’ attitudes and confidence regarding pharmacogenomics in the clinical setting. Future studies will examine the use of next-generation sequencing assays that selectively examine pharmacogenes in the education of student pharmacists.

The Influence of Challenge Course Participation on Moral and Ethical Reasoning

2002 ◽  
Vol 25 (2) ◽  
pp. 278-280 ◽  
Author(s):  
Carol A. Smith ◽  
Sharon E. Strand ◽  
Camille J. Bunting
Keyword(s):  
College Students ◽  
Problem Solving ◽  
University Students ◽  
Moral Reasoning ◽  
Ethical Reasoning ◽  
Defining Issues Test ◽  
Control Group ◽  
Challenge Course ◽  
Significant Difference ◽  
The Impact

This study investigated the impact of a 15-week outdoor experiential program on the moral reasoning of college students. One hundred and ninety-six university students volunteered to participate in this study, which utilized Rest's (1979) Defining Issues Test (DIT). The DIT investigates how individuals arrive at making decisions, and formulates a “P” (Principled moral reasoning) score for each subject. The groups were found to be homogeneous in moral reasoning at the pretest (outdoor experiential x = 36.07; control x = 33.08; F = 0.05). There was a statistically significant difference on the posttest scores of the outdoor experiential program participants (x = 40.98) in relation to the control group (x = 34.14) (F = 3.84). The results of this study demonstrated that the outdoor experiential program participants were significantly different from the control group at posttest. It is postulated that even though improved moral reasoning was not a stated objective, the outdoor experiential students, through front-loading, reflection, critical thinking, problem solving, and adherence to the full value contract, did enhance their level of moral reasoning. Through the combined modeling of behavior and discussion, changes in behavior can occur. The nature of outdoor experiential programs seems well suited to positively influence moral and ethical reasoning.

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