Understanding the effect of computer-supported, case-based instruction on third-year medical students' ethical reasoning

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Understanding the effect of computer-supported, case-based instruction on third-year medical students' ethical reasoning

Please use this identifier to cite or link to this item: http://hdl.handle.net/10355/4658

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dc.contributor.advisor Caplow, Julie en
dc.contributor.author Lu, Wei-Hsin, 1971- en_US
dc.date.accessioned 2010-01-12T18:39:51Z
dc.date.available 2010-01-12T18:39:51Z
dc.date.issued 2007 en_US
dc.date.submitted 2007 Fall en
dc.identifier.other LuW-121407-D8838 en_US
dc.identifier.uri http://hdl.handle.net/10355/4658
dc.description The 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.description Title from title screen of research.pdf file (viewed on February 20, 2008) en_US
dc.description Includes bibliographical references. en_US
dc.description Vita. en_US
dc.description Thesis (Ph. D.) University of Missouri-Columbia 2007. en_US
dc.description Dissertations, Academic -- University of Missouri--Columbia -- Information science and learning technologies. en_US
dc.description.abstract The 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.language.iso en_US en_US
dc.publisher University of Missouri--Columbia en_US
dc.relation.ispartof 2007 Freely available dissertations (MU) en_US
dc.subject.lcsh Medicine -- Study and teaching -- Simulation methods -- Moral and ethical aspects en_US
dc.subject.lcsh Medical students -- Education (Higher) en_US
dc.subject.lcsh Medicine -- Computer-assisted instruction en_US
dc.subject.lcsh Video recordings en_US
dc.title Understanding the effect of computer-supported, case-based instruction on third-year medical students' ethical reasoning en_US
dc.type Thesis en_US
thesis.degree.discipline Information science and learning technologies en_US
thesis.degree.grantor University of Missouri--Columbia en_US
thesis.degree.name Ph. D. en_US
thesis.degree.level Doctoral en_US
dc.identifier.merlin .b62213374 en_US
dc.identifier.oclc 206715123 en_US
dc.relation.ispartofcommunity University of Missouri-Columbia. Graduate School. Theses and Dissertations. Dissertations. 2007 Dissertations


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