Department of Psychology, Center for Applied Social Research, The University of Oklahoma, 201 Stephenson Parkway, Suite 4100, Norman, OK, 73019, USA.
Washington University School of Medicine in St. Louis, 4523 Clayton Ave., CB 8005, St. Louis, MO, 63110, USA.
Sci Eng Ethics. 2018 Apr;24(2):727-754. doi: 10.1007/s11948-017-9927-x. Epub 2017 Jun 14.
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 findings, can ensure that the training program operates smoothly. Regarding summative evaluation, measures examining trainee cognition, behavior, and organization-level results provide information about how much trainees have changed as a result of taking the ethics training. The implications of effective training program evaluation are discussed.
非常需要对伦理培训计划进行系统评估。那些负责开发伦理培训计划的人可能会很快否定培训评估在持续过程改进中的价值。在目前的努力中，我们使用案例研究方法来阐明如何利用形成性和总结性评估措施来创建高质量的伦理教育计划。关于形成性评估，与学员反应有关的信息、学员评论中的定性数据以及实证研究结果，可以确保培训计划顺利进行。关于总结性评估，衡量学员认知、行为和组织层面结果的措施提供了有关学员接受伦理培训后变化程度的信息。讨论了有效培训计划评估的意义。
