Differences in Moral Reasoning Among Medical Graduates Compared With Graduates of Other Degrees and Adults Without Professional Degrees

Background. When we talk about morality, a question arises as to whether it is a natural characteristic of humans—that is, whether it is what people should pursue as individuals or whether it is a social construct. Kohlberg established six progressive stages of moral judgment that form three levels of moral development, showing the development of people’s thinking on moral issues that is characterized by the aforementioned criteria. Methods. This study’s objective was to compare the level of moral reasoning among graduate students in medicine with a group of young graduates from other degrees and a group of non-professional adults.The moral reasoning questionnaire (Defining Issues Test, DIT) designed by James Rest based on Kohlberg’s theory (Rest 1979) was applied. In total, 304 questionnaires were completed. Results. Depending on the population studied, differences have been found in the profile of moral development. The profile of family clinic users showed a very high predominance of subjects in category 1 at 70%, but only 4.5% in category 3, while in the group of pediatric specialty students, 37.5% were found in category 1 and 34% in category 3. They were the group with the highest percentage in this category. This vast difference could be because the differences in the age and socio-education levels of the beneficiaries are much wider than that of the residents. However, differences are also found if the profiles of residents are compared with those of master’s students because the latter comprised 56% in category 1 and 19% in category 3. We also found differences in the profiles of moral development based on the highest education level. Conclusions. Based on the results of this study, the population could be classified into three levels of moral development, the first level being the predominant one and the third the least common, as we expected prior to the study. The reason why some individuals reach the highest level while others do not remains a question to be addressed. The results show us that there is a difference in some populations depending on education level and even the type of degree pursued.

Medición del Desarrollo Moral en los estudiantes de primer, quinto y séptimo semestre de 5 carreras de la Univalle, Sede La Paz – Bolivia, en la Gestión 1 – 2019: Una aplicación de la prueba Defining Issues Test (DIT), de Kolhberg y Test de Reacción Valor

La presente investigación midió, comparó y analizó el nivel de desarrollo de la moralidad y los valores principales que tienen los estudiantes de primer, quinto y séptimo semestre de las carreras de: Administración de Empresas (LAE); Contaduría Pública (LCN); Derecho y Ciencias Jurídicas (LDE); Psicología (LPS) y Comunicación y Medios Digitales (LCMD), de tres grados de la gestión 1–2019 de la Universidad Privada del Valle, sede La Paz–Bolivia; esto en busca de poder proponer mejoras en dicho desarrollo. Para ello, se aplicó la prueba paramétrica y probada del DIT de James Rest (1979) adaptada, basada en la teoría de Kolhberg, y la prueba de Reacción Valorativa del profesor García Hoz (1976). Se encontró un alto porcentaje de nivel convencional (47%) en la población estudiantil, seguido por un 38% de nivel preconvencional y, finalmente, un 15% del nivel postconvencional. Por otro lado, los valores más importantes para los estudiantes fueron los valores morales, ecológicos e individuales. Esta investigación se realizó porque, desde una mirada estructural, se debe pensar en mejorar la educación universitaria de los recursos humanos con una mayor incidencia en su formación moral. Esto con el fin de coadyuvar, no solo una inserción al mercado laboral, sino, y principalmente, personas íntegras con un alto grado moral en la formación universitaria.

Vygotskian Business Ethics: The Influence of Peers on Moral Reasoning in Business Ethics Education

The Russian developmental psychologist Lev Vygotsky provides important theoretical underpinnings for an alternative to business ethics pedagogy. Although Vygotsky’s constructivist approach has been applied to other disciplines, such as cognitive development, moral development, and network analysis and learning, its application to business ethics education is virtually nonexistent. Vygotsky’s focus on language and peer influence provides a novel approach to ethics education. Although many business ethics instructors already use group discussion in their classes, we provide evidence that will reinforce such techniques as a crucial pedagogical method. This study is an exploratory application of Vygotsky’s developmental theory to business ethics education. Data were gathered in business ethics and management courses, with experimental and control groups, and analyzed using the Defining Issues Test and thematic-coded journal entries. Results indicated that discussions created a zone of proximal development improving the moral reasoning for most students giving them multiple perspectives and providing support to engage in deliberations and peer dialogue when discussing ethical frameworks, ethical scenarios, and ethical decision making.

Der Defining-Issues-Tests (DIT) in der wirtschaftswissenschaftlichen Konsumforschung

Der auf der kognitiven Entwicklungstheorie moralischen Urteilens von Kohlberg basierende Defining Issues Test (DIT) ist eine Methode, mit der sich Aussagen über die moralische Urteilsfähigkeit von Individuen treffen lassen. Mit Hilfe verschiedener Indizes können Handlungsdilemmata empirisch untersucht werden und so neue Impulse für die wirtschaftswissenschaftliche Forschung gewonnen werden.

Validity study using factor analyses on the Defining Issues Test-2 in undergraduate populations

Introduction The Defining Issues Test (DIT) aimed to measure one’s moral judgment development in terms of moral reasoning. The Neo-Kohlbergian approach, which is an elaboration of Kohlbergian theory, focuses on the continuous development of postconventional moral reasoning, which constitutes the theoretical basis of the DIT. However, very few studies have directly tested the internal structure of the DIT, which would indicate its construct validity. Objectives Using the DIT-2, a later revision of the DIT, we examined whether a bi-factor model or 3-factor CFA model showed a better model fit. The Neo-Kohlbergian theory of moral judgment development, which constitutes the theoretical basis for the DIT-2, proposes that moral judgment development occurs continuously and that it can be better explained with a soft-stage model. Given these assertions, we assumed that the bi-factor model, which considers the Schema-General Moral Judgment (SGMJ), might be more consistent with Neo-Kohlbergian theory. Methods We analyzed a large dataset collected from undergraduate students. We performed confirmatory factor analysis (CFA) via weighted least squares. A 3-factor CFA based on the DIT-2 manual and a bi-factor model were compared for model fit. The three factors in the 3-factor CFA were labeled as moral development schemas in Neo-Kohlbergian theory (i.e., personal interests, maintaining norms, and postconventional schemas). The bi-factor model included the SGMJ in addition to the three factors. Results In general, the bi-factor model showed a better model fit compared with the 3-factor CFA model although both models reported acceptable model fit indices. Conclusion We found that the DIT-2 scale is a valid measure of the internal structure of moral reasoning development using both CFA and bi-factor models. In addition, we conclude that the soft-stage model, posited by the Neo-Kohlbergian approach to moral judgment development, can be better supported with the bi-factor model that was tested in the present study.

Pengaruh Interaksi Sosial dan Peran Gender Terhadap Pertimbangan Moral Siswa SMA Negeri 12 Medan

The study aims (1) to determine the effect of social interaction on students’ moral judgment; (2) to determine the effect of gender role as woman on students’ moral judgment; (3) to determine the effect of social interaction and gender role as woman on students’ moral judgment. The population of this study are students of class XI SMAN 12 Medan amounted to 344 students. The study sample consisted of 135 students, especially woman who were selected using quantitative research and the proportionate stratified random sampling technique. Collected using the moral judgment scale used is Defining Issues Test (DIT), social interaction scale, gender role as woman scale. Data were analyzed using multiple regression analysis. The results show that (1) there is no significant effect of social interaction on students’ moral judgment which is indicated by the coefficients rx1.y = 0.077 and p = 0.373 0.05, It means there is no effect of social interaction on students’ moral judgment; (2) there is no significant effect of gender role as woman on students’ moral judgment which is indicated by the coefficients rx2.y = 0.028 and p = 0.746 0.05; (3) there is no significant effect of social interaction and gender role as woman on students’ moral judgment which is indicated by the coefficients rx1.x2.y = 0.087 and p = 0.608 0.05. The percentage of contributions given by social interaction and gender role as woman is 0,8 %. The remaining 99,2 % is influenced by other variables not examined in this study.

Role-Playing Computer Ethics: Designing and Evaluating the Privacy by Design (PbD) Simulation

There is growing consensus that teaching computer ethics is important, but there is little consensus on how to do so. One unmet challenge is increasing the capacity of computing students to make decisions about the ethical challenges embedded in their technical work. This paper reports on the design, testing, and evaluation of an educational simulation to meet this challenge. The privacy by design simulation enables more relevant and effective computer ethics education by letting students experience and make decisions about common ethical challenges encountered in real-world work environments. This paper describes the process of incorporating empirical observations of ethical questions in computing into an online simulation and an in-person board game. We employed the Values at Play framework to transform empirical observations of design into a playable educational experience. First, we conducted qualitative research to discover when and how values levers—practices that encourage values discussions during technology development—occur during the design of new mobile applications. We then translated these findings into gameplay elements, including the goals, roles, and elements of surprise incorporated into a simulation. We ran the online simulation in five undergraduate computer and information science classes. Based on this experience, we created a more accessible board game, which we tested in two undergraduate classes and two professional workshops. We evaluated the effectiveness of both the online simulation and the board game using two methods: a pre/post-test of moral sensitivity based on the Defining Issues Test, and a questionnaire evaluating student experience. We found that converting real-world ethical challenges into a playable simulation increased student’s reported interest in ethical issues in technology, and that students identified the role-playing activity as relevant to their technical coursework. This demonstrates that roleplaying can emphasize ethical decision-making as a relevant component of technical work.