Improving Ethical Knowledge and Sensemaking from Cases through Elaborative Interrogation and Outcome Valence

James F. Johnson, Zhanna Bagdasarov, Alexandra E. MacDougall, Logan Steele, Shane Connelly, Lynn D. Devenport, Michael D. Mumford

Research output: Contribution to journalArticlepeer-review

8 Scopus citations

Abstract

The case-based approach to learning is popular among many applied fields. However, results of case-based education vary widely on case content and case presentation. This study examined two aspects of case-based education-outcome valence and case elaboration methods-in a two-day case-based Responsible Conduct of Research (RCR) ethics education program. Results suggest that outcome information is an integral part of a quality case. Furthermore, valence consistent outcomes may have certain advantages over mixed valence outcome information. Finally, students enjoy and excel working with case material, and the use of elaborative interrogation techniques can significantly improve internally-focused ethical sensemaking strategies associated with personal biases, constraints, and emotions.

Original languageEnglish
Pages (from-to)265-299
Number of pages35
JournalAccountability in Research
Volume21
Issue number5
DOIs
StatePublished - Sep 2014
Externally publishedYes

Keywords

  • biases
  • case-based learning
  • constraints
  • elaborative interrogation
  • ethical decision-making
  • outcome valence
  • sensemaking
  • teaching techniques

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