生命倫理教育効果の評価法の開発 : 倫理的問題点同定力測定テストの信頼性と妥当性の検討(第6回日本生命倫理学会年次大会ワークショップ「バイオエシックス教育」発表 : 原著)

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As bioethics education has gradually evolved at universities as well as medical schools in Japan, a reliable program evaluation strategy is in great need. So far, there have been several subjective means of evaluations such as essays. However, objective and quantitative evaluation instruments have not been developed here. According to J. Rest (1992), the process of ethical problem solving can be divided into 4 steps : 1) problem identification ; 2) reasoning ; 3) judgement ; and 4) implementation. The authors have focused on the first step, problem identification. Referring to the proceeding study by Hebert et al. (1992), a self-rating questionnaire has been newly developed to assess the ability of problem identification, that is, the ability of recognize ethical issues (Problem ldentification Test : PIT). The reliability and validity of this questionnaire was assessed. The questionnaire submits three vignettes to examinees and asks them to list all the ethical issues related to each case. Each vignette was scored as to the number of issues identified and this number is regarded as problem identification ability. These issues were classified into three domains ; (1) autonomy and right, (2) beneficence and nonmaleficence, and (3) justice and contextual features. Data from 110 university students revealed that this test has internal consistency (Cronbach alpha=0.68), inter-rater reliability (r=0.83-0.90) and test-retest reliability (r=0.89). In a different study, the ability increased significantly after an 18 hour health care ethics class (p < 0.01,by paired t-test, n=31). The advantage of this instrument includes ; 1) it takes only 15 minutes to complete ; 2) it provides quantitative and objective information on ability to recognize ethical issues.
日本生命倫理学会の論文
1995-04-30

生命倫理教育効果の評価法の開発 : 倫理的問題点同定力測定テストの信頼性と妥当性の検討(第6回日本生命倫理学会年次大会ワークショップ「バイオエシックス教育」発表 : 原著)

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