The Development of Evaluation Method for Bioethics Education in Japan.

日本生物伦理学教育评估方法的发展随着日本大学和医学院的生物伦理学教育逐渐发展，迫切需要一个可靠的项目评估策略。然而，还没有开发出客观和定量的评价工具。本研究的目的是：1)编制新的生命伦理学教育评价测验；2)考察医护生和毕业生伦理问题识别能力和道德推理能力的时间变化。在本研究中，前两个步骤是重点。关于问题识别，编制了一份新的问卷(问题识别测验)。参考了Herbert等人之前的研究。调查问卷向考生提交了三个小插曲，并要求他们使用…更多列出了与每个案件相关的所有伦理问题。每个小插曲都根据确定的问题数量进行评分，这个数字被视为问题识别能力。对问卷的信度和效度进行了评估。至于道德推理，使用了REST定义问题测试(DIT)的两个小片段。该测试组合被用于一所医学院(1-6年级学生和住院医生，N=831)和一所护理学校(1-3年级学生和毕业生，N=320)的学生和毕业生。护士样本的问题识别能力随年级的升高而提高，而医学样本的问题识别能力在3、4年级最高。在DIT中，道德发展阶段没有观察到显著的变化，而是否给晚期癌症患者服用安乐死药物的决定随着年级的增加而急剧下降。最后，作为一项干预研究，对参加2个月生命伦理学课程的学生进行了前后抽样。问题识别能力在岗位样本中显著高于岗位样本，而在道德推理方面没有观察到变化。较少

The Development of An Evaluation Method for Bioethics Education in JapanAs biothics education has gradually evolved at universities as well as medical schools in Japan, there is a great need for a reliable program evaluation strategy. However, objective and quantitative evaluation instruments have not been developed. The purposes of this research are 1) to develop a new test battery to evaluate bioethics education ; 2) to investigate chronological changes of ethical problem identification ability and moral reasoning in medical and nursing students and graduates.According to J.Rest, the process of ethical problem solving can be divided into 4 steps : problem identification ; reasoning ; judgment ; and action. In this research, the first two steps were focused on. As to the problem identification, a new questionnaire has been developed (Problem Identification Test). referring to the preceding study by Herbert et al. The questionnaire submits three vignettes to examinees and asks them to … More list all the ethical issues related to each case. Each vignette was scored as to the number of issues identified and this number is regarded as the problem identification ability. The reliability and validity of this questionnaire were assessed. As for moral reasoning, two vignettes from the Japanese version of Rest's Defining lssues Test (DIT) was used.This test battery was administered to students and graduates of one medical school (1st to 6th year students and residents ; N=831) and one nursing school (1st to 3rd year students and graduates ; N=320). Problem identification ability in the nurse samples increased according to the grade, while the medical samples showed highest identification ability at the 3rd and 4th year. In DIT,no significant changes were observed in the moral developmental stages, while the decision on whether or not to give euthanasia drug to a terminal cancer patient dramatically decreased when the grade increased.Finally, as an intervention study, pre and post sampling for the students who took a 2 month bioethics course was performed. Problem identification ability was significantly higher in the post samples, while no change was observed in their moral reasoning. Less