This study examined undergraduate university students’ (n=121) responses to six ethical dilemmas within the realm of information technology (IT). Using a framework based on Kohlberg’s stages of moral development, the study evaluated the level of moral development as demonstrated in these responses. An apriori coding system was used to analyze the data. Two researchers independently assigned coding to the written responses in order to increase interrater reliability. The results are presented by student classification (freshman, sophomore, junior, or senior) and each individual scenario. They indicate a strong tendency for students to use the “good person” form of reasoning. This reasoning, however, did vary by scenario.
Health information management (HIM) professionals must address ethical challenges in their role as guardians of patients' personal information and organizations' proprietary information. Because of this need, HIM educators strive prepare their students to address these challenges. Unfortunately, little evidence exists about specific areas of applied ethics that should be part of the HIM curriculum. The purpose of this exploratory study was to determine the ethical issues relevant to the current practice in Health Information Management. In particular, the study aimed to determine if the perceptions of HIM educators and practitioners regarding HIM workplace ethical issues were consistent, and to identify gaps in perceptions. The researchers distributed a survey to HIM educators and HIM practitioners, 12 educators and 25 practitioners completed their surveys. Thematic content analysis indicated a divergence of themes among these groups. Overall, educators' responses reflected general knowledge areas whereas practitioners' comments were more specific in terms of ethics concerns. The study findings indicated a gap in perceptions signalling a need for increased communication regarding applied ethics in HIM practice so that curriculums could reflect both theory and application.
There is a new category of educators who are challenged to present quality educational experiences through a technology‐based delivery system. The term “e‐educator” has been coined to describe these innovators in adult education This article addresses some key issues facing those who are transitioning from a traditional form of adult education to this new world of e‐education. First, it presents the core issue of finding meaning in teaching, regardless of delivery method. Second, it provides ideas on how to deal with the issue of making online education meaningful for adult learners. Finally, it introduces practical ways for the educators to maintain their own meaning in teaching in a changing educational environment.
Telemedicine, E health and other technologies promise change that can profoundly affect patients and providers. Even a quick scan of topics featured in this journal demonstrates its impact on quality of life, public health concerns, and effectiveness healthcare. However, this powerful area of health care also creates serious issues for patients and providers. This writer is particularly interested in ethics issues that affect the soul of health care.
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