title: Improving ethical knowledge and sensemaking from cases through elaborative interrogation and outcome valence.
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.
authors.affiliation: a Department of Psychology , The University of Oklahoma , Norman , Oklahoma , USA.
authors.forename: James F
authors.initials: JF
authors.lastname: Johnson
authors.forename: Zhanna
authors.initials: Z
authors.lastname: Bagdasarov
authors.forename: Alexandra E
authors.initials: AE
authors.lastname: MacDougall
authors.forename: Logan
authors.initials: L
authors.lastname: Steele
authors.forename: Shane
authors.initials: S
authors.lastname: Connelly
authors.forename: Lynn D
authors.initials: LD
authors.lastname: Devenport
authors.forename: Michael D
authors.initials: MD
authors.lastname: Mumford
mesh_terms: D000328:Adult; D032764:Casuistry; D003479:Curriculum; D003657:Decision Making; D004521:Educational Measurement; D004995:Ethics, Professional / Q000193:education; D032984:Ethics, Research / Q000193:education*; D005260:Female; D006801:Humans; D019359:Knowledge; D008297:Male; D018794:Problem-Based Learning; D058996:Quality Improvement; D055815:Young Adult