School of Veterinary Medicine, University College Dublin, Belfield, Dublin 4, Ireland.
Conway Institute of Biomolecular and Biomedical Science, University College Dublin, Dublin, Ireland.
Sci Eng Ethics. 2024 Jul 23;30(4):30. doi: 10.1007/s11948-024-00493-1.
Presented here is a systematic literature review of what the academic literature asserts about: (1) the stages of the ethical decision-making process (i.e. awareness, reasoning, motivation, and action) that are claimed to be improved or not improved by RI teaching and whether these claims are supported by evidence; (2) the measurements used to determine the effectiveness of RI teaching; and (3) the stage/s of the ethical decision-making process that are difficult to assess. Regarding (1), awareness was the stage most claimed to be amenable to improvement following RI teaching, and with motivation being the stage that is rarely addressed in the academic literature. While few, some sources claimed RI teaching cannot improve specific stages. With behaviour (action) being the stage referenced most, albeit in only 9% of the total sources, for not being amenable to improvement following RI teaching. Finally, most claims were supported by empirical evidence. Regarding (2), measures most frequently used are custom in-house surveys and some validated measures. Additionally, there is much debate in the literature regarding the adequacy of current assessment measures in RI teaching, and even their absence. Such debate warrants caution when we are considering the empirical evidence supplied to support that RI teaching does or does not improve a specific stage of the decision-making process. Regarding (3), only behaviour was discussed as being difficult to assess, if not impossible. In our discussion section we contextualise these results, and following this we derive some recommendations for relevant stakeholders in RI teaching.
（1）被声称通过 RI 教学得到改善或未得到改善的伦理决策过程的阶段（即意识、推理、动机和行动），以及这些说法是否有证据支持；（2）用于确定 RI 教学效果的测量方法；（3）伦理决策过程中难以评估的阶段。关于（1），意识是被声称在 RI 教学后最容易得到改善的阶段，而动机是学术文献中很少涉及的阶段。虽然有一些来源声称 RI 教学不能改善特定的阶段，但也有一些来源声称可以。以行为（行动）为参考的阶段最多，尽管只占总来源的 9%，因为 RI 教学后行为（行动）阶段不容易得到改善。最后，大多数说法都得到了实证证据的支持。关于（2），最常使用的措施是定制的内部调查和一些经过验证的措施。此外，文献中还存在关于 RI 教学中当前评估措施是否充分的大量争论，甚至缺乏评估措施。在考虑支持 RI 教学是否改善决策过程特定阶段的实证证据时，这种争论值得谨慎对待。关于（3），只有行为被认为难以评估，如果不是不可能的话。在我们的讨论部分，我们将这些结果置于上下文中，之后我们为 RI 教学的相关利益相关者提出了一些建议。
