Promoting Peer Debate in Pursuit of Moral Reasoning Competencies Development: Spotlight on Educational Intervention Design (original) (raw)
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African Journal of Health Professions Education, 2015
Background. Ethics training at tertiary level is important to facilitate an understanding of patient dignity and respect. Traditionally, ethics has been taught in the form of didactic lectures; however, the authors are of the opinion that practical applications are more useful. Objective. To measure students' moral reasoning frameworks before and after an intensive course in medical ethics. Methods. The study cohort was given a pre-and post-test of the moral behaviour scale (MBS). The t-test for matched scores was performed to determine the presence of significant differences between the mean pre-and post-test scores for the 5 scales of the MBS. Results. The study showed that there was a change in the students' moral behaviour when a specific course structure was evaluated. Conclusion. A combination of didactic and Socratic methodology of training had some effect on the moral reasoning ability of healthcare students.
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The Defining Issues Test (DIT), developed by , measures a person's level of moral development using hypothetical social dilemmas. Although the DIT is useful for measuring moral development in social settings, it might not adequately capture an individual's moral judgement abilities in solving work-related problems . In the present study, the moral judgement levels of 97 accounting students were measured over a 1 year period using two separate test instruments, the DIT and a context-specific instrument developed by . The test scores are significantly higher on the DIT than the Welton instrument (between the instruments and over time), suggesting that accounting students use higher levels of moral reasoning in resolving hypothetical social dilemmas and lower levels of moral reasoning in resolving context-specific dilemmas. The difference in test scores was highest during cooperative education (work placement programme), implying that the environment is a significant determinant on students' test scores.
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We evaluated the reliability, validity, and differential item functioning (DIF) of a shorter version of the Defining Issues Test-1 (DIT-1), the behavioral DIT (bDIT), measuring the development of moral reasoning. 353 college students (81 males, 271 females, 1 not reported; age M = 18.64 years, SD = 1.20 years) who were taking introductory psychology classes at a public University in a suburb area in the Southern United States participated in the present study. First, we examined the reliability of the bDIT using Cronbach’s α and its concurrent validity with the original DIT-1 using disattenuated correlation. Second, we compared the test duration between the two measures. Third, we tested the DIF of each question between males and females. Findings reported that first, the bDIT showed acceptable reliability and good concurrent validity. Second, the test duration could be significantly shortened by employing the bDIT. Third, DIF results indicated that the bDIT items did not favour any gender. Practical implications of the present study based on the reported findings are discussed.
The Defining Issues Test of moral judgment development
A measure of moral judgment development, the Defining Issues Test (dit) is described and the supporting evidence for the measure is summarized. We address these questions: what does the dit measure; how does the measure work, and how has the measure been validated? The psychometric properties of the dit are also presented. We suggest that the current evidence supports the dit as a reliable and valid measure of the characteristic ways adolescents and adults comprehend moral issues.
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International Journal for the Scholarship of Teaching and Learning, 2007
What does deep ethical understanding look like and how can we measure the progression of this aptitude?" Qualitative and quantitative data collected from students in Contemporary Moral Problems courses over two successive semesters revealed that the development of moral reasoning skills is a slow process. The progression of moral reasoning does not occur in a linear fashion nor is there a point at which a person will have satisfied all of the necessary and sufficient conditions for good moral reasoning. Student artifacts collected present moral reasoning skills as more of an ebb and flow, a type of coherence model with ongoing adjustment of one's beliefs, moral principles, values, and factual information.
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The goal of this research was to investigate the differences in moral reasoning among students of social, biomedical and technical sciences. The sample included 300 students of both genders (154 male and 146 female students). In order to investigate students’ moral reasoning, we used a modified version of the DIT developed by Rest. Kohlberg’s theory of moral development, which claims that there are six stages of moral development which are grouped into three levels of morality, was used as the theoretical foundation for the test. The results of the study show that there is a statistically significant difference at the postconventional level of moral judgment depending on the group of sciences: the level of postconventional moral reasoning is higher among the students of social and biomedical sciences than among the students of technical sciences. When it comes to the conventional level of moral reasoning, which is the modal level for the adult population, differences have not been o...