Validation of the Defining Issues Test in Medical Students at El Rosario University, Colombia
Keywords:
Test validity, medical education, moral development, moral judgment.Abstract
Learning medicine as a discipline is a complex process that demands more dedication every day. The acquisition of technical knowledge must be part of an integral education which favors the development of high level humanistic values in order to provide the physician with personal tools for the proper resolution of the ethical dilemmas that he/she will face during his/her education and professional practice. The assessment and improvement of these aspects are likewise necessary in the physicians’ education. For the purposes of this research, the reliability of the Opinion Questionnaire on Social Problems (COPS, for its acronym in Spanish) was evaluated. This questionnaire is the Mexican version of the Defining Issues Test, and it was adapted by the authors. The test item performance was determined in medical students from El Rosario University at Bogota, Colombia in 2006. The obtained Cranach’s Alpha was 0.76, similar to the registers in scientific literature. COPS is considered to be a reliable instrument for the evaluation of moral judgment in medicine students at this University.Downloads
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References
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Villegas, M. (1994). Validación de un modelo para explicar y predecir la acción moral (Informe final). Manuscrito no publicado, Colciencias, Bogotá, Colombia.
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Villegas, M. (2002). Educación para el desarrollo moral. Bogotá, Colombia: UNIANDES.
Zerpa, C. y Ramírez, J. (2004). Un instrumento de medición del desarrollo moral para estudiantes universitarios: Defining Issues Test (DIT). Revista de Pedagogía, 25 (74), 427-450.
Barba, B. (2002). Influencia de la edad y de la escolaridad en el desarrollo del juicio moral. Revista Electrónica de Investigación Educativa, 4 (2), 23-25.
Basinger, K. S. y Gibbs, J. C. (1987). Validation of the sociomoral reflection objective measure-short form. Psychological Reports, 61, 139-146.
Crain, W. C. (1985). Theories of development. Nueva York: Prentice-Hall.
Hebert, P., Meslin, E. M. y Dunn, E. V. (1992). Measuring the ethical sensitivity of medical students: a study at the University of Toronto. Journal of Medical Ethics, 18, 142-147.
Jaramillo, R. y Martínez, R. (2004). Evaluación del desarrollo moral en instituciones educativas oficiales (Documento interno de trabajo). Manuscrito no publicado, Ministerio de Educación Nacional, Bogotá, Colombia.
Kohlberg, L., Power, F. C. y Higgins, A. (2002). La educación moral (2a. reimp.). Barcelona: Gedisa.
Rest, J. (1979). Developing in judging moral issues. Minneapolis, MN: University of Minnesota Press.
Romo, J. M. (2004). Juicio moral en estudiantes de bachillerato. Un diagnóstico. Revista Iberoamericana de Educación, 35 (1). Consultado el 29 de mayo de 2007 en: http://www.rieoei.org/edu_val17.htm
Savulescu, J., Crisp, R., Fulford, K. W. M. y Hope, T. (1999). Evaluating ethics competence in medical education. Journal of Medical Ethics, 25 (5), 367-368.
Self, D. J. y Baldwin, D. C. Jr. (1998). Does medical education inhibit the development of moral reasoning in medical students? A cross-sectional study. Academic Medicine, 73 (10), 91-93.
Self, D. J., Baldwin, D. C. y Wolinsky, F. D., (1992). Evaluation of teaching medical ethics by assessment of moral reasoning. Medical Education, 26,178-184.
Self, D. J., Olivarez, M. y Baldwin, D. C. (1998). Clarifying the relationship of medical education and moral development. Academic Medicine, 73, 517-520.
Villegas, M. (1994). Validación de un modelo para explicar y predecir la acción moral (Informe final). Manuscrito no publicado, Colciencias, Bogotá, Colombia.
Villegas, M. (1998). Nueva validación de un modelo para predecir la acción moral (Informe final). Manuscrito no publicado, Colciencias, Bogotá, Colombia.
Villegas, M. (2002). Educación para el desarrollo moral. Bogotá, Colombia: UNIANDES.
Zerpa, C. y Ramírez, J. (2004). Un instrumento de medición del desarrollo moral para estudiantes universitarios: Defining Issues Test (DIT). Revista de Pedagogía, 25 (74), 427-450.
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Article abstract page views: 1467
Published
2009-05-01
