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  1. Use of sensemaking as a pedagogical approach to teach clinical ethics: an integrative review.Lea Brandt & Lori Popejoy - 2020 - International Journal of Ethics Education 5 (1):23-37.
    There is a need to explore educational strategies that translate ethics knowledge into ethical behavior. Commonly used pedagogical approaches steeped in traditional normative ethical theory are less powerful than sensemaking in preparing clinicians to respond to ethical problems in practice. This integrative review of 15 articles explores the use of sensemaking as an instructional method for clinical ethics. Whittemore and Knafl’s :546–553, 2005) integrative review method guided a systematic appraisal of data from both qualitative and quantitative research traditions, synthesizing disparate (...)
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  • A Meta-analytic Comparison of Face-to-Face and Online Delivery in Ethics Instruction: The Case for a Hybrid Approach.E. Michelle Todd, Logan L. Watts, Tyler J. Mulhearn, Brett S. Torrence, Megan R. Turner, Shane Connelly & Michael D. Mumford - 2017 - Science and Engineering Ethics 23 (6):1719-1754.
    Despite the growing body of literature on training in the responsible conduct of research, few studies have examined the effectiveness of delivery formats used in ethics courses. The present effort sought to address this gap in the literature through a meta-analytic review of 66 empirical studies, representing 106 ethics courses and 10,069 participants. The frequency and effectiveness of 67 instructional and process-based content areas were also assessed for each delivery format. Process-based contents were best delivered face-to-face, whereas contents delivered online (...)
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  • Mental Models and Ethical Decision Making: The Mediating Role of Sensemaking.Zhanna Bagdasarov, James F. Johnson, Alexandra E. MacDougall, Logan M. Steele, Shane Connelly & Michael D. Mumford - 2016 - Journal of Business Ethics 138 (1):133-144.
    The relationship between mental models and ethical decision making, along with the mechanisms through which mental models affect EDM, are not well understood. Using the sensemaking approach to EDM, we empirically tested the relationship of mental models to EDM. Participants were asked to depict their mental models in response to an ethics case to reveal their understanding of the ethical dilemma, and then provide a response, along with a rationale, to a different ethical problem. Findings indicated that complexity of respondents’ (...)
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  • Examining the Effects of Incremental Case Presentation and Forecasting Outcomes on Case-Based Ethics Instruction.Alexandra E. MacDougall, Lauren N. Harkrider, Zhanna Bagdasarov, James F. Johnson, Chase E. Thiel, Juandre Peacock, Michael D. Mumford, Lynn D. Devenport & Shane Connelly - 2014 - Ethics and Behavior 24 (2):126-150.
    Case-based reasoning has long been used to facilitate instructional effectiveness. Although much remains to be known concerning the most beneficial way to present case material, recent literature suggests that simplifying case material is favorable. Accordingly, the current study manipulated two instructional techniques, incremental case presentation and forecasting outcomes, in a training environment in an attempt to better understand the utility of simplified versus complicated case presentation for learning. Findings suggest that pairing these two cognitively demanding techniques reduces satisfaction and detracts (...)
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  • Evaluating Ethics Education Programs: A Multilevel Approach.Michael D. Mumford, Logan Steele & Logan L. Watts - 2015 - Ethics and Behavior 25 (1):37-60.
    Although education in the responsible conduct of research is considered necessary, evidence bearing on the effectiveness of these programs in improving research ethics has indicated that, although some programs are successful, many fail. Accordingly, there is a need for systematic evaluation of ethics education programs. In the present effort, we examine procedures for evaluation of ethics education programs from a multilevel perspective: examining both within-program evaluation and cross-program evaluation. With regard to within-program evaluation, we note requisite designs and measures for (...)
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  • The Effects of Note-Taking and Review on Sensemaking and Ethical Decision Making.James F. Johnson, Zhanna Bagdasarov, Lauren N. Harkrider, Alexandra E. MacDougall, Shane Connelly, Lynn D. Devenport & Michael D. Mumford - 2013 - Ethics and Behavior 23 (4):299-323.
    The effectiveness of case-based learning in ethics education varies widely regarding how cases are presented. Case process instruction may impact case-based ethics education to promote sensemaking processes, ethical sensemaking strategy use, and ethical decision making (EDM) quality. This study examined two teaching techniques, notes and review, and participants completed note-taking and review activities examining a case-based scenario during an ethics education course. Results suggest that providing case notes in outline form improves sensemaking processes, strategy use, and EDM quality. In addition, (...)
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  • Continuous Evaluation in Ethics Education: A Case Study.Tristan McIntosh, Cory Higgs, Michael Mumford, Shane Connelly & James DuBois - 2018 - Science and Engineering Ethics 24 (2):727-754.
    A great need for systematic evaluation of ethics training programs exists. Those tasked with developing an ethics training program may be quick to dismiss the value of training evaluation in continuous process improvement. In the present effort, we use a case study approach to delineate how to leverage formative and summative evaluation measures to create a high-quality ethics education program. With regard to formative evaluation, information bearing on trainee reactions, qualitative data from the comments of trainees, in addition to empirical (...)
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  • The Capacity for Ethical Decisions: The Relationship Between Working Memory and Ethical Decision Making.April Martin, Zhanna Bagdasarov & Shane Connelly - 2015 - Science and Engineering Ethics 21 (2):271-292.
    Although various models of ethical decision making have implicitly called upon constructs governed by working memory capacity , a study examining this relationship specifically has not been conducted. Using a sense making framework of EDM, we examined the relationship between WMC and various sensemaking processes contributing to EDM. Participants completed an online assessment comprised of a demographic survey, intelligence test, various EDM measures, and the Automated Operation Span task to determine WMC. Results indicated that WMC accounted for unique variance above (...)
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