Abstract
This study was designed to assess the relative impact of a course in biomedical ethics on the moral reasoning skills of junior-level students in a school of allied health. A pretest-posttest nonequivalent control group design was used. The course was found to significantly impact principled moral reasoning scores as measured by Rest's Defining Issues Test (DIT). Male-female differences in DIT score changes were also suggested. The nature of the instruction appears paramount to possible changes in moral thinking, indicating that moral education programs need to emphasize dilemma discussion in their formats.
| Original language | English |
|---|---|
| Pages (from-to) | 351-362 |
| Number of pages | 12 |
| Journal | Journal of Allied Health |
| Volume | 19 |
| Issue number | 4 |
| Publication status | Published - 1990 Sep 1 |
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All Science Journal Classification (ASJC) codes
- Public Health, Environmental and Occupational Health
Cite this
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Impacting moral reasoning in allied health students. / Glazer-Waldman, H. R.; Hedl, J. J.; Chan, Fong.
In: Journal of Allied Health, Vol. 19, No. 4, 01.09.1990, p. 351-362.Research output: Contribution to journal › Article
TY - JOUR
T1 - Impacting moral reasoning in allied health students.
AU - Glazer-Waldman, H. R.
AU - Hedl, J. J.
AU - Chan, Fong
PY - 1990/9/1
Y1 - 1990/9/1
N2 - This study was designed to assess the relative impact of a course in biomedical ethics on the moral reasoning skills of junior-level students in a school of allied health. A pretest-posttest nonequivalent control group design was used. The course was found to significantly impact principled moral reasoning scores as measured by Rest's Defining Issues Test (DIT). Male-female differences in DIT score changes were also suggested. The nature of the instruction appears paramount to possible changes in moral thinking, indicating that moral education programs need to emphasize dilemma discussion in their formats.
AB - This study was designed to assess the relative impact of a course in biomedical ethics on the moral reasoning skills of junior-level students in a school of allied health. A pretest-posttest nonequivalent control group design was used. The course was found to significantly impact principled moral reasoning scores as measured by Rest's Defining Issues Test (DIT). Male-female differences in DIT score changes were also suggested. The nature of the instruction appears paramount to possible changes in moral thinking, indicating that moral education programs need to emphasize dilemma discussion in their formats.
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UR - http://www.scopus.com/inward/citedby.url?scp=0025490565&partnerID=8YFLogxK
M3 - Article
C2 - 2272894
AN - SCOPUS:0025490565
VL - 19
SP - 351
EP - 362
JO - Journal of Allied Health
JF - Journal of Allied Health
SN - 0090-7421
IS - 4
ER -