Improving Ethical Knowledge and Sensemaking from Cases through Elaborative Interrogation and Outcome Valence

TitleImproving Ethical Knowledge and Sensemaking from Cases through Elaborative Interrogation and Outcome Valence
Publication TypeJournal Article
Year of Publication2014
AuthorsJohnson, JF, Bagdasarov, Z, MacDougall, AE
JournalAccountability in Research: Policies and Quality Assurance
Volume21
Issue5
Pagination265 - 299
Date Published2014/01/01/
Publication Languageeng
ISBN Number0898-9621
AbstractThe case-based approach to learning is popular among many applied fields. However, results of case-based education vary widely on case content and case presentation. This study examined two aspects of case-based education -- outcome valence and case elaboration methods -- in a two-day case-based responsible conduct of research (RCR) ethics education program. Results suggest that outcome information is an integral part of a quality case. Furthermore, valence consistent outcomes may have certain advantages over mixed valence outcome information. Finally, students enjoy and excel working with case material, and the use of elaborative interrogation techniques can significantly improve internally focused ethical sense-making strategies associated with personal biases, constraints, and emotions.
NotesCover Date: 2014.Source Info: 21(5), 265-299. Language: English. Journal Announcement: 48-3. Subject: APPLIED ETHICS; CASE; CONDUCT; EDUCATION; INTERROGATION; LEARNING; RESEARCH ETHICS; SENSE MAKING. Update Code: 20150211.
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Short TitleAccountability in Research: Policies and Quality Assurance

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