Bebeau Muriel J
Department of Primary Dental Care, School of Dentistry, University of Minnesota, Minneapolis, MN 55455.
J Microbiol Biol Educ. 2014 Dec 15;15(2):124-9. doi: 10.1128/jmbe.v15i2.872. eCollection 2014 Dec.
Drawing from multiple sources of evidence, this paper updates previous descriptions (IOM, 2002) of measurement strategies and teaching techniques to promote four theoretically derived abilities thought to be necessary conditions for the responsible conduct of research. Data from three samples (exemplary professionals, professionals disciplined by a licensing board, and graduates who completed an ethics program designed to promote the four interrelated abilities) suggest that development of a moral identity that is consistent with the norms and values of a profession is the driving force that gives rise to ethical sensitivity, ethical reasoning, and ethical implementation. Evidence from the cited studies supports the usefulness of the theoretical model to (a) deconstruct summary judgments about character and see them as abilities that can be assessed and developed; (b) guide the design assessments that are sensitive to the effects of interventions; and (c) augment previous IOM recommendations for the development of meaningful learning activities.
本文借鉴多种证据来源，更新了先前（医学研究所在，2002年）对测量策略和教学技巧的描述，以促进四种理论推导能力，这些能力被认为是负责任的研究行为的必要条件。来自三个样本的数据（模范专业人员、受到执照委员会纪律处分的专业人员以及完成旨在促进这四种相互关联能力的道德计划的毕业生）表明，与专业规范和价值观相一致的道德身份认同的发展是产生道德敏感性、道德推理和道德实施的驱动力。引用研究的证据支持该理论模型的实用性，即（a）解构关于品格的总结性判断，并将其视为可以评估和发展的能力；（b）指导对干预效果敏感的设计评估；以及（c）扩充医学研究所先前关于开展有意义学习活动的建议。
