Assessment of ethical decisions and values

Rezler, Agnes G.; Schwartz, Robert; Obenshain, S. Scott; Lambert, Paul M.; Gibson, Joan McIver; Bennahum, David A.

doi:10.1111/j.1365-2923.1992.tb00115.x

Cited by 44 publications

(31 citation statements)

References 7 publications

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“…Validity and reliability were examined in only nine of these assessments (Table 1b). Of these, cognitive outcomes were measured by the following: the Christie Ethical Decision-making Questionnaire (Hoffmaster et al, 1991), the Defining Issues Test (Self et al, 1992), the Professional Decisions Values Test (Rezler et al, 1992) the Savulescu Ethics Competence Tool (Savulescu et al, 1999), the Siegler Assessment (Siegler et al, 1982), the Sulmasy Questionnaire for House Officers (Sulmasy et al, 1995), and the Wenger Orthopaedic Surgeon's Knowledge of Medical Ethics Questionnaire (Wenger & Lieberman, 1998). Behavioral outcomes were measured in two assessments: the Ethics OSCE (Singer et al, 1996) and the Moral Behavior Analysis (Sheehan et al, 1987).…”

Section: Ethicsmentioning

confidence: 99%

Assessing professionalism: a review of the literature

2004

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Although assessing professionalism poses many challenges, gauging and detecting changes in professionalism is impossible without measurement. This paper is a review of techniques used to assess professionalism during the past 20 years. The authors searched five electronic databases and reference lists from 1982 to 2002. Eighty-eight assessments were retained and organized into content area addressed (i.e. ethics, personal characteristics, comprehensive professionalism, diversity) and type of outcome examined (i.e. affective, cognitive, behavioral, environmental). Instead of creating new professionalism assessments, existing assessments should be improved. Also, more studies on the predictive validity of assessments and their use as part of formative evaluation systems are recommended. Based on the review, suggestions are presented for assessing medical students, resident physicians and practicing physicians.

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Section: Ethicsmentioning

confidence: 99%

Assessing professionalism: a review of the literature

2004

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“…The Professional Decisions and Values Test (Rezler et al, 1992) was designed Downloaded by [New York University] at 08:31 03 June 2015…”

Section: Assessmentmentioning

confidence: 99%

The Defining Issues Test and the Four Component Model: Contributions to professional education

Bebeau

2002

Journal of Moral Education

259

219

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This article reviews studies examining the effect of professional education on ethical development. Most studies limit assessment to the measurement of moral judgement, observing that moral judgement plateaus during professional school unless an ethics intervention is present. Whereas interventions influence the shift to postconventional reasoning (the DIT P score), a more illuminating picture of change may emerge if researchers examined DIT profiles. More importantly, limiting assessment to measures of moral judgement ignores important aspects of moral functioning suggested by the Four Components Model. Assessment methods have been validated for sensitivity, role concept and ethical implementation that could be adapted to provide individuals in a particular profession with a more complete picture of abilities needed for real-life professional practice.

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“…It is possible that the use of clinical scenarios gives paper cases higher face validity than questionnaires, but they may suffer from the same potential for response bias. An example is the Professional Decisions and Values Test 60 , which attempts to assess students' underlying values in situations of ethical conflict. This formative test consists of 10 written case vignettes, each followed by a choice of one of three actions and then a further choice of one or two (out of seven) justifications for the action chosen.…”

Section: Paper Casesmentioning

confidence: 99%

Professional attitudes: can they be taught and assessed in medical education?

2002

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-The medical profession is under increasing scrutiny with regard to the undesirable attitudes and behaviours of some of its members. Despite the setting of objectives for professional attitudes, it remains unclear how these can be taught and assessed. Having defined 'attitudes' , we consider some of the influences upon the development of professional attitudes within medicine. We then review possible ways of encouraging desirable attitudes and behaviours. Finally, we review and critique the main types of attitude assessment. We conclude that attitudes are complex, that the influence of medical culture is crucial, and that feasible assessment tools have yet to be developed. Key words: assessment, CPD, General MedicalCouncil, medical education, professional attitudes.The performance of doctors has come under increasing scrutiny in both the USA and the UK. This reflects the public's concern over what are perceived to be the inappropriate attitudes and behaviours of some members of the profession, together with an apparent lack of accountability. Sir Donald Irvine, President of the UK's General Medical Council (GMC), has called for a 'new professionalism' and has highlighted the fact that 'the public's unfulfilled expectations of doctors are crucially about attitudes' 1 . Similarly, in the USA, the definition of a profession (attributed to Supreme Court Justice Louis Brandels) stresses altruistic attitudes: 'A profession … cherishes performance … above personal rewards' 2 .How can medical students and doctors be encouraged to develop desirable attitudes? In the UK, medical schools have been revising their curricula in response to the recommendations published by the GMC in Tomorrow's doctors 3 . For the first time, the GMC has presented UK medical schools with a list of 'attitudinal objectives' that students are expected to have acquired and demonstrated by the time they graduate (Table 1). At postgraduate level, the GMC has published Good medical practice 4 , which contains a list of 14 'duties of a doctor' which are similar to, but not exactly the same as, the undergraduate attitudinal objectives ( Table 2). The GMC's approach to attitudes is not new. It mirrors aspects of 'the ideal internist' , a concept first put forward by the American Board of Internal Medicine (ABIM) in the 1970s 5 . More recently, the importance of attitudes has been reiterated in the USA in the form of learning objectives for medical student education. These have been proposed both by the Association of American Medical Colleges (AAMC) 6 and by a collaboration of the Society of General Internal Medicine (SGIM), the Clerkship Directors in Internal Medicine (CDIM) and the Division of Medicine at the US Department of Health and Human Services 7 . How are these objectives to be taught and assessed? At a conference organised by the GMC in 1997 it was acknowledged that 'the teaching and assessment of professional attitudes was proving to be the most difficult element of the new guidance' 8 , and the AAMC concluded that 'universally agre...

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Assessment of ethical decisions and values

Cited by 44 publications

References 7 publications

Assessing professionalism: a review of the literature

Assessing professionalism: a review of the literature

The Defining Issues Test and the Four Component Model: Contributions to professional education

Professional attitudes: can they be taught and assessed in medical education?

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