A Meta-Analysis of Ethics Instruction Effectiveness in the Sciences
Alison L Antes1, Stephen T Murphy, Ethan P Waples
1University of Oklahoma.
Ethics & Behavior
|October 20, 2009
Summary
Ethics instruction for scientists shows modest effectiveness. Separate, interactive, case-based seminars are more successful than embedded courses for improving scientific integrity.
Area of Science:
- Scientific integrity
- Ethics in research
- Science education
Background:
- Maintaining the integrity of the scientific enterprise is crucial.
- Numerous courses and programs have been developed to enhance scientists' ethical behavior.
Purpose of the Study:
- To quantitatively meta-analyze the effectiveness of ethics instruction programs for scientists.
- To identify factors influencing the success of these ethics programs.
Main Methods:
- Quantitative meta-analysis of 26 previous ethics program evaluation studies.
- Analysis of instructional program factors (content, delivery) and evaluation study factors (investigator field, criterion measure).
Main Results:
- Overall effectiveness of ethics instruction was modest.
- Program effectiveness varied based on instructional and evaluation factors.
- Separate, case-based, interactive seminars were more effective than embedded courses.
Conclusions:
- Ethics instruction can modestly improve scientific ethical behavior.
- Program design, including being separate, interactive, and case-based, significantly impacts effectiveness.
- Findings inform future development and evaluation of ethics training programs for scientists.
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