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dc.contributor.advisorCaplow, Julieen
dc.contributor.authorLu, Wei-Hsin, 1971-en_US
dc.date.issued2007
dc.date.submitted2007 Fallen
dc.descriptionThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file.en_US
dc.descriptionTitle from title screen of research.pdf file (viewed on February 20, 2008)en_US
dc.descriptionIncludes bibliographical references.en_US
dc.descriptionVita.en_US
dc.descriptionThesis (Ph. D.) University of Missouri-Columbia 2007.en_US
dc.descriptionDissertations, Academic -- University of Missouri--Columbia -- Information science and learning technologies.en_US
dc.description.abstractThe major focus of this study was to determine whether or not providing third-year medical students with example videos that exhibit experts' ethical reasoning and with opportunities to engage in online asynchronous ethical case discussions would stimulate change and improvement in students' ethical reasoning. It was speculated that the medical students would be able to reflect on both their own reasoning and others' reasoning and thus develop complexity in how they reason. In this study ethical reasoning consisted of four components: (1) identification of ethical issues (ethical sensitivity); (2) adoption of multiple viewpoints (ethical viewpoint); (3) resolution of ethical dilemmas (ethical options); and, (4) justification of decisions and actions (ethical justification). In addition to examining the effectiveness of the instructional activities, the impact of the ethics curriculum on students' perception of the relevance and effectiveness of medical ethics teaching on their ability to handle ethical issues in daily clinical practice was also examined. Finally, another aim of this study was to understand how medical students interacted with their peers during online asynchronous ethical case discussions. ANOVA results did not show any significant difference between the computer-supported, case-based (CSCB) instruction and non computer-supported, case-based (non-CSCB) instruction groups on the four sub-scores (ethical sensitivity, ethical viewpoint, ethical options, and ethical justification) from the pre-test to post-test. Results revealed, however, a significant increase on participants' perception of their ability to deal with ethical issues in clinical settings after the ethics curriculum in the Internal Medicine clerkship rotation. Two levels of content analyses using pre-determined coding schemes were applied in order to identify interaction patterns in the online asynchronous ethical case discussions.en_US
dc.identifier.merlin.b62213374en_US
dc.identifier.oclc206715123en_US
dc.identifier.otherLuW-121407-D8838en_US
dc.identifier.urihttp://hdl.handle.net/10355/4658
dc.publisherUniversity of Missouri--Columbiaen_US
dc.relation.ispartof2007 Freely available dissertations (MU)en_US
dc.relation.ispartofcommunityUniversity of Missouri-Columbia. Graduate School. Theses and Dissertations. Dissertations. 2007 Dissertations
dc.subject.lcshMedicine -- Study and teaching -- Simulation methods -- Moral and ethical aspectsen_US
dc.subject.lcshMedical students -- Education (Higher)en_US
dc.subject.lcshMedicine -- Computer-assisted instructionen_US
dc.subject.lcshVideo recordingsen_US
dc.titleUnderstanding the effect of computer-supported, case-based instruction on third-year medical students' ethical reasoningen_US
dc.typeThesisen_US
thesis.degree.disciplineInformation science and learning technologieseng
thesis.degree.disciplineInformation science and learning technologiesen_US
thesis.degree.grantorUniversity of Missouri--Columbiaen_US
thesis.degree.levelDoctoralen_US
thesis.degree.namePh. D.en_US


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