Let\u27s Talk About Ethics! A Qualitative Analysis of First-year Engineering Student Group Discussions Around Ethical Scenarios

Over the past decade, there has been a renewed interest in the scope and practice of ethics education in engineering curricula, especially in the first year. However, the form this education takes has varied considerably with each program. Active learning strategies such as discussions on ethical and societal issues have become increasingly common for assessing how students make ethical decisions. But probing the depths of the reasoning behind their decisions and how students discuss ethics in context with their peers has been under-studied and difficult. Furthermore, if first-year programs wish to implement effective instructional interventions aimed at improving ethical decision making skills, pre-assessment of student thought processes is required. This full research paper offers findings from the first phase of a multi-university research project, aimed at investigating the impact game-based instruction can have on the development of engineering students’ ethical awareness and decision making. Specifically, the research presented in this paper is guided by the following research question: How do engineering students reason through engineering-ethical scenarios prior to college-level ethics education? First-year engineering students across three universities in the northeast USA will participate in group discussions around engineering ethical scenarios derived from the Engineering Ethics Reasoning Instrument (EERI) and Toxic Workplaces: A Cooperative Ethics Card Game (developed by the researchers). The questions posed to the student groups center around primary morality concepts such as integrity, conflicting obligations, and the contextual nature of ethical decision making. An a priori coding schema based on these concepts will be utilized, along with an inductive thematic analysis to tease out emergent themes. Results from this research will provide insight into how first-year engineering students think and discuss ethics prior to formal instruction, which can inform curricular design and development strategy. The research also provides a curated series of ethical engineering scenarios with accompanying discussion questions that can be adopted in any first-year classroom for instructional and evaluative purposes

Engineering Ethics Through High-Impact Collaborative/Competitive Scenarios (E-ETHICCS)

Engineering grand challenges increasingly involve numerous social and ethical considerations that transcend the technical skills that dominate traditional engineering education. Engineering solutions often have major, long-lasting impacts on society. Since the process of technical innovation occurs in increasingly complex social exchanges, engineers are frequently confronted with social and ethical dilemmas in their professional lives. How do students acquire the skills needed to tackle these problems? The authors hypothesize that placing engineering challenges and solutions in a classroom context while emphasizing social engagement and impact facilitates the development of engineering students as moral agents who understand the consequences of their decisions. Thus, a collaboration of investigators from the grantee universities are investigating how game-based educational interventions with strongly situated components influence early-curriculum engineering students\u27 ethical awareness and decision making. This paper offers an overview of the progress to date of this three year, NSF Improving Undergraduate STEM Education (IUSE) grant that aims to (1) characterize the ethical awareness and decision making of first-year engineering students, (2) develop game-based learning interventions focused on ethical decision making, and (3) determine how (and why) game-based approaches affect students’ ethical awareness in engineering and the advantages of such approaches over non game-based approaches. Results from this investigation will offer the engineering education community insight into how engineering students approach problem solving through the lens of ethical reasoning and decision making, potentially transforming an often overlooked part of engineering curricula for decades to come

Let’s Play! Gamifying Engineering Ethics Education Through the Development of Competitive and Collaborative Activities

Engineering ethics is an extremely important topic that needs to be focused on more in engineering curricula, as many of the projects that engineers work on have a profound impact on society. There are many pitfalls with the traditional ways in which ethics is taught to engineering students as an abstract philosophical topic, rather than personal decision making situated in complex real contexts. The three main approaches that are used for engineering ethics include being taught by a professor outside of the engineering space, being taught late in their curriculum such as during a senior capstone project, and being taught in a short period of time as a module of another class. The downsides to these approaches are that students do not see ethics as equally important as some other topics, they do not see it consistently integrated throughout the curriculum, nor do they see ethical decisions as complex nuanced, and situated in context,. Game-based learning is a means to actively engage students in interrogating the complexities of ethical decision making. Game play can align with student learning objectives as well as improve student knowledge, behaviors, and dispositions. Our paper introduces three games that are designed to assist in the development of students’ ethical awareness and reasoning. Three engineering ethics games have been developed as the foundation for an NSF-funded project that investigates the empirical impacts of game play on ethical reasoning and decision making. Cards Against Engineering Ethics, Toxic Workplaces, and Mars: An Ethical Expedition have all been in development for the last few years. Each game targets specific ethics learning outcomes as well as different play mechanics. These outcomes include identifying the complexities of ethical dilemmas, evaluating responses to ethical situations in context, and promoting ethical discussions among peers. The time required to play each game varies, ranging from 20 minutes, to 75 minutes, to 5 minutes once a week for 15 weeks. The benefits that these games include an enriched learning experience, student engagement, and a greater connection between ethics and real life

Understanding pregnancy planning in a low-income country setting: validation of the London measure of unplanned pregnancy in Malawi

This is an open access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.Background: The London Measure of Unplanned Pregnancy (LMUP) is a new and psychometrically valid measure of pregnancy intention that was developed in the United Kingdom. An improved understanding of pregnancy intention in low-income countries, where unintended pregnancies are common and maternal and neonatal deaths are high, is necessary to inform policies to address the unmet need for family planning. To this end this research aimed to validate the LMUP for use in the Chichewa language in Malawi.Methods: Three Chichewa speakers translated the LMUP and one translation was agreed which was back-translated and pre-tested on five pregnant women using cognitive interviews. The measure was field tested with pregnant women who were recruited at antenatal clinics and data were analysed using classical test theory and hypothesis testing.Results: 125 women aged 15-43 (median 23), with parities of 1-8 (median 2) completed the Chichewa LMUP. There were no missing data. The full range of LMUP scores was captured. In terms of reliability, the scale was internally consistent (Cronbach's alpha = 0.78) and test-retest data from 70 women showed good stability (weighted Kappa 0.80). In terms of validity, hypothesis testing confirmed that unmarried women (p = 0.003), women who had four or more children alive (p = 0.0051) and women who were below 20 or over 29 (p = 0.0115) were all more likely to have unintended pregnancies. Principal component analysis showed that five of the six items loaded onto one factor, with a further item borderline. A sensitivity analysis to assess the effect of the removal of the weakest item of the scale showed slightly improved performance but as the LMUP was not significantly adversely affected by its inclusion we recommend retaining the six-item score.Conclusion: The Chichewa LMUP is a valid and reliable measure of pregnancy intention in Malawi and can now be used in research and/or surveillance. This is the first validation of this tool in a low-income country, helping to demonstrate that the concept of pregnancy planning is applicable in such a setting. Use of the Chichewa LMUP can enhance our understanding of pregnancy intention in Malawi, giving insight into the family planning services that are required to better meet women's needs and save lives. © 2013 Hall et al.; licensee BioMed Central Ltd.Dr Hall’s Wellcome Trust Research Training Fellowship, grant number 097268/Z/11/Z

Using item response theory to explore the psychometric properties of extended matching questions examination in undergraduate medical education

BACKGROUND: As assessment has been shown to direct learning, it is critical that the examinations developed to test clinical competence in medical undergraduates are valid and reliable. The use of extended matching questions (EMQ) has been advocated to overcome some of the criticisms of using multiple-choice questions to test factual and applied knowledge. METHODS: We analysed the results from the Extended Matching Questions Examination taken by 4th year undergraduate medical students in the academic year 2001 to 2002. Rasch analysis was used to examine whether the set of questions used in the examination mapped on to a unidimensional scale, the degree of difficulty of questions within and between the various medical and surgical specialties and the pattern of responses within individual questions to assess the impact of the distractor options. RESULTS: Analysis of a subset of items and of the full examination demonstrated internal construct validity and the absence of bias on the majority of questions. Three main patterns of response selection were identified. CONCLUSION: Modern psychometric methods based upon the work of Rasch provide a useful approach to the calibration and analysis of EMQ undergraduate medical assessments. The approach allows for a formal test of the unidimensionality of the questions and thus the validity of the summed score. Given the metric calibration which follows fit to the model, it also allows for the establishment of items banks to facilitate continuity and equity in exam standards

An assessment of validity and responsiveness of generic measures of health-related quality of life in hearing impairment

This article is made available through the Brunel Open Access Publishing Fund. This article is distributed under the terms of the Creative Commons Attribution License which permits any use, distribution, and reproduction in any medium, provided the original author(s) and the source are credited.Purpose: This review examines psychometric performance of three widely used generic preference-based measures, that is, EuroQol 5 dimensions (EQ-5D), Health Utility Index 3 (HUI3) and Short-form 6 dimensions (SF-6D) in patients with hearing impairments. Methods: A systematic search was undertaken to identify studies of patients with hearing impairments where health state utility values were measured and reported. Data were extracted and analysed to assess the reliability, validity (known group differences and convergent validity) and responsiveness of the measures across hearing impairments. Results: Fourteen studies (18 papers) were included in the review. HUI3 was the most commonly used utility measures in hearing impairment. In all six studies, the HUI3 detected difference between groups defined by the severity of impairment, and four out of five studies detected statistically significant changes as a result of intervention. The only study available suggested that EQ-5D only had weak ability to discriminate difference between severity groups, and in four out of five studies, EQ-5D failed to detected changes. Only one study involved the SF-6D; thus, the information is too limited to conclude on its performance. Also evidence for the reliability of these measures was not found. Conclusion: Overall, the validity and responsiveness of the HUI3 in hearing impairment was good. The responsiveness of EQ-5D was relatively poor and weak validity was suggested by limited evidence. The evidence on SF-6D was too limited to make any judgment. More head-to-head comparisons of these and other preference measures of health are required.Medical Research Counci

Psychometric properties of discourse measures in aphasia: acceptability, reliability, and validity

BACKGROUND: Discourse in adults with aphasia is increasingly the focus of assessment and therapy research. A broad range of measures is available to describe discourse, but very limited information is available on their psychometric properties. As a result, the quality of these measures is unknown, and there is very little evidence to motivate the choice of one measure over another. AIMS: To explore the quality of a range of discourse measures, targeting sentence structure, coherence, story structure and cohesion. Quality was evaluated in terms of the psychometric properties of acceptability (data completeness and skewness), reliability (inter- and intra-rater), and validity (content, convergent, discriminant and known groups). METHODS & PROCEDURES: Participants with chronic mild-to-moderate aphasia were recruited from community groups. They produced a range of discourses which were grouped into Cinderella and everyday discourses. Discourses were then transcribed orthographically and analyzed using macro- and microlinguistic measures (Story Grammar, Topic Coherence, Local Coherence, Reference Chains and Predicate Argument Structure-PAS). Data were evaluated against standard predetermined criteria to ascertain the psychometric quality of the measures. OUTCOMES & RESULTS: A total of 17 participants took part in the study. All measures had high levels of acceptability, inter- and intra-rater reliability, and had good content validity, as they could be related to a level of the theoretical model of discourse production. For convergent validity, as expected, 8/10 measures correlated with the Western Aphasia Battery-Revised (WAB-R) spontaneous speech scores, and 7/10 measures correlated with the Kissing and Dancing Test (KDT) scores (r ≥ 0.3), giving an overall positive rating for construct validity. For discriminant validity, as predicted, all measures had low correlations with Raven's Coloured Progressive Matrices (RCPM) and WAB-R Auditory Verbal Comprehension scores (r < 0.3), giving an overall positive rating for construct validity. Finally, for known groups validity, all measures indicated a difference between speakers with mild and moderate aphasia except for the Local Coherence measures. Overall, Story Grammar, Topic Coherence, Reference Chains and PAS emerged as the strongest measures in the current study because they achieved the predetermined thresholds for quality in terms of each of the psychometric parameters profiled. CONCLUSIONS & IMPLICATIONS: The current study is the first to psychometrically profile measures of discourse in aphasia. It contributes to the field by identifying Story Grammar, Topic Coherence, Reference Chains and PAS as the most psychometrically robust discourse measures yet profiled with speakers with aphasia. Until further data are available indicating the strength of other discourse measures, caution should be applied when using them

Learning from errors:Assessing final year medical students' reflection on safety improvement, five year cohort study

Abstract Background Investigation of real incidents has been consistently identified by expert reviews and student surveys as a potentially valuable teaching resource for medical students. The aim of this study was to adapt a published method to measure resident doctors’ reflection on quality improvement and evaluate this as an assessment tool for medical students. Methods The design is a cohort study. Medical students were prepared with a tutorial in team based learning format and an online Managing Incident Review course. The reliability of the modified Mayo Evaluation of Reflection on Improvement tool (mMERIT) was analysed with Generalizability G-theory. Long term sustainability of assessment of incident review with mMERIT was tested over five consecutive years. Results A total of 824 students have completed an incident review using 167 incidents from NHS Tayside’s online reporting system. In order to address the academic practice gap students were supervised by Senior Charge Nurses or Consultants on the wards where the incidents had been reported. Inter-rater reliability was considered sufficiently high to have one assessor for each student report. There was no evidence of a gradient in student marks across the academic year. Marks were significantly higher for students who used Section Questions to structure their reports compared with those who did not. In Year 1 of the study 21 (14%) of 153 mMERIT reports were graded as concern. All 21 of these students achieved the required standard on resubmission. Rates of resubmission were lower (3% to 7%) in subsequent years. Conclusions We have shown that mMERIT has high reliability with one rater. mMERIT can be used by students as part of a suite of feedback to help supplement their self-assessment on their learning needs and develop insightful practice to drive their development of quality, safety and person centred professional practice. Incident review addresses the need for workplace based learning and use of real life examples of mistakes, which has been identified by previous studies of education about patient safety in medical schools