Watts Logan L, Todd E Michelle, Mulhearn Tyler J, Medeiros Kelsey E, Mumford Michael D, Connelly Shane
a Department of Psychology , University of Oklahoma , Norman , Oklahoma , USA.
b Department of Psychology , University of Texas at Arlington , Arlington , Texas , USA.
Account Res. 2017;24(4):225-242. doi: 10.1080/08989621.2016.1274975. Epub 2016 Dec 22.
Although qualitative research offers some unique advantages over quantitative research, qualitative methods are rarely employed in the evaluation of ethics education programs and are often criticized for a lack of rigor. This systematic review investigated the use of qualitative methods in studies of ethics education. Following a review of the literature in which 24 studies were identified, each study was coded based on 16 best practices characteristics in qualitative research. General thematic analysis and grounded theory were found to be the dominant approaches used. Researchers are effectively executing a number of best practices, such as using direct data sources, structured data collection instruments, non-leading questioning, and expert raters. However, other best practices were rarely present in the courses reviewed, such as collecting data using multiple sources, methods, raters, and timepoints, evaluating reliability, and employing triangulation analyses to assess convergence. Recommendations are presented for improving future qualitative research studies in ethics education.
尽管定性研究相对于定量研究具有一些独特优势，但定性方法在伦理教育项目评估中很少被采用，且常因缺乏严谨性而受到批评。本系统综述调查了定性方法在伦理教育研究中的应用。在对文献进行综述后确定了24项研究，每项研究都根据定性研究的16项最佳实践特征进行编码。发现一般主题分析和扎根理论是主要使用的方法。研究人员有效地执行了一些最佳实践，如使用直接数据源、结构化数据收集工具、非引导性提问和专家评分者。然而，在所审查的课程中很少出现其他最佳实践，如使用多个来源、方法、评分者和时间点收集数据、评估可靠性以及采用三角分析来评估趋同性。针对改进未来伦理教育中的定性研究提出了建议。
