Emerging systems using artificial intelligence (AI) including the complexities of deep learning leading to decision-making outcomes pose challenge, risk alongside opportunities to revolutionize business sectors and thus, human life. Building AI that impact on critical decision-making must be entwined with ethical questioning from the initial conception of design. As academics educating future technologists, we must lead on embedding the importance of ethical thinking for equitable designed systems. Currently, it is unclear across UK Higher Education how widely ethics is taught across (...) programmes of study within computer science disciplines, their importance within the curriculum plus the confidence of academics for its delivery. This paper carries out a survey analysis to identify gaps, measures of engagement, expertise and knowledgebase of topics through both quantitative and qualitative questioning. The survey was distributed to 15 member universities of the Council for Professors and Heads of Computing (CPHC) randomly selected across the UK for which 32 academics engaged in the study. Results show ethics was noted as being important although one-third reported it was not widely embedded across the curriculum. Just less than half of participants schedule the teaching of ethics regularly either across one or several modules. Interestingly, 91% of respondents stated that they have not received any instruction or training and that 62% felt that they require more training on the subject matter. This paper is inspired by wider research from European studies however, this study provides a specific novel focus on a broad range of UK universities, providing comparative analysis and unique findings from the UK perspective. The significance of these findings suggest academics perspectives vary with specific training needs. This demonstrates that this early-stage research requires further exploration of the wider computer science curriculum, sharing of good practice and collaborative working. (shrink)

Insecticide resistance management (IRM) programme was launched in 26 cotton-growing districts of India in 2002 to rationalize the use of pesticides. The IRM strategy is presented within a full Integrated Pest Management (IPM) context with the premise that unless full-fledged efforts to understand all aspects of resistance phenomenon are made, any attempt to implement IPM at field level would not bear results. Unlike earlier IPM programmes, this programme is directly implemented by the scientists of state agricultural universities; thus (...) the information flow is directly from research subsystem to farmers. The extension methodology is different from IPM-farmer field school model, but much the same information is provided in didactic form, through active participation of the farmers throughout the cotton-growing season, by deploying scouts in villages. The knowledge gain of the farmers covered under IRM programme was measured by employing before/after quasi-experimental research design. The overall knowledge gain was significant in terms of identification of insect pests and natural enemies of cotton crop, proper use of insecticides and timely sowing of the crop, but farmers did not reach the desired level of knowledge with respect to other cultural practices, which result in suppression of pest buildup. In the absence of any effective bio-agents, the level of IPM integration is limited to cultural practices, thresholds, agro ecosystem analysis and use of insecticides according to good agricultural practices. (shrink)

In a recent issue of Journal of Medical Ethics (JME), we discussed the ethical review of evaluations of interventions that would occur whether or not the evaluation was taking place. We concluded that standard research ethics frameworks including the Ottawa Statement, which requires justification for all aspects of an intervention and its roll-out, were a poor guide in this area. We proposed that a consideration of researcher responsibility, based on the consequences of the research taking place, would be a (...) more appropriate way delineate the scope of research ethics review. Weijer and Taljaard present a counterargument to our proposal, which we address in this reply. They claim that a focus on researcher responsibility will weaken the protection of research participants and link it to ‘unethical research’ and a ‘government experimenting on its own people’. However, the moral responsibility of researchers is defined in terms of the consequences of the research on human welfare and harm, not in opposition to it. Weijer and Taljaard argue that researchers must justify what they are studying whether or not they have any control over it and that governments must justify their programmes, including by demonstrating equipoise, to a research ethics committee if they implement them in a randomised way. We strongly disagree that this is a defensible way to define the scope of research ethics review and argue that this provides no further protections to research participants beyond what we propose, but places a potential barrier to learning from government programmes. (shrink)

How to Evaluate the Effectiveness of a School-Based Intervention presents a multi-dimensional evaluation framework, which is not only based on measurable outcomes. Suggesting a cost-effective method of conducting a multi-dimensional evaluation, this book investigates how these skills can be defined and assessed effectively.

In this issue ofJME, Watsonet alcall for research evaluation of government health programmes and identify ethical guidance, including the Ottawa Statement on the ethical design and conduct of cluster randomised trials, as a hindrance. While cluster randomised trials of health programmes as a whole should be evaluated by research ethics committees (RECs), Watsonet alargue that the health programme per se is not within the researcher’s control or responsibility and, thus, is out of scope for ethics review. We argue (...) that this view is wrong. The scope of research ethics review is not defined by researcher control or responsibility, but rather by the protection of research participants. And the randomised evaluation of health programmes impacts the liberty and welfare interests of participants insofar as they may be exposed to a harmful programme or denied access to a beneficial one. Further, Watsonet al’s claim that ‘study programmes … would occur whether or not there were any … research activities’ is incorrect in the case of cluster randomised designs. In a cluster randomised trial, the government does not implement a programme as usual. Rather, researchers collaborate with the government to randomise clusters to intervention or control conditions in order to rigorously evaluate the programme. As a result, equipoise issues are triggered that must be addressed by the REC. (shrink)

Curriculum programmes are conventionally expected to produce outcomes or specific results demonstrated in the performance of learners. Usually the intended outcomes are expressed in the conceptual framework or design of the curriculum. Programme assessment is intended to collect data that will provide evidence for these effects on learners.

Public health and service delivery programmes, interventions and policies (collectively, ‘programmes’) are typically developed and implemented for the primary purpose of effecting change rather than generating knowledge. Nonetheless, evaluations of these programmes may produce valuable learning that helps determine effectiveness and costs as well as informing design and implementation of future programmes. Such studies might be termed ‘opportunistic evaluations’, since they are responsive to emergent opportunities rather than being studies of interventions that are initiated or designed by researchers. However, current (...) ethical guidance and registration procedures make little allowance for scenarios where researchers have played no role in the development or implementation of a programme, but nevertheless plan to conduct a prospective evaluation. We explore the limitations of the guidance and procedures with respect to opportunistic evaluations, providing a number of examples. We propose that one key missing distinction in current guidance is moral responsibility: researchers can only be held accountable for those aspects of a study over which they have control. We argue that requiring researchers to justify an intervention, programme or policy that would occur regardless of their involvement prevents or hinders research in the public interest without providing any further protections to research participants. We recommend that trial consent and ethics procedures allow for a clear separation of responsibilities for the intervention and the evaluation. (shrink)

The Hannover qualifying programme ‘ethics consultation in hospitals’, conducted by a four-institution cooperation partnership, is an interdisciplinary, scientifically based programme for healthcare professionals interested in ethics consultation services and is widely acknowledged by hospital managements and healthcare professionals. It is unique concerning its content, scope and teaching format. With its basic and advanced modules it has provided training and education for 367 healthcare professionals with 570 participations since 2003 (until February 2010). One characteristic feature is its attractiveness for (...) health professionals from different backgrounds. Internationally, the Hannover programme is one of the few schedules with both academics and non-academics as target groups and a high participation rate of physicians. The concept of the Hannover programme is in great demand, and its schedule is continuously optimised through evaluation. The goals of enabling healthcare professionals from different professional backgrounds to define and reflect ethical problems, to facilitate and support the process of decision-making and to work out structures for their own institutions seem to have been achieved. However, in order to obtain effective and sustainable results, participation in the programme should be supplemented regularly by in-house training sessions or individual expert consultations. Future challenges include new thematic courses and providing a network for former participants, especially when they come from non-academic hospitals. The network is a reasonable platform to discuss participants' experiences, successes and pitfalls. A further task will be research on how the programme's concept can support the sustainability of ethics structures in the various institutions. (shrink)

Background: Black, Asian and minority ethnic groups have a high need for organ transplantation but deceased donation is low. This restricts the availability of well-matched organs and results in relatively long waiting times for transplantation, with increased mortality risks. Objective: To identify barriers to organ donor registration and family consent among the BAME population, and to develop and evaluate a training intervention to enhance communication with ethnic minority families and identify impacts on family consent. Methods: Three-phase programme comprising community-based (...) research involving two systematic reviews examining attitudes and barriers to organ donation and effective interventions followed by 22 focus groups with minority ethnic groups; hospital-based research examining staff practices and influences on family consent through ethics discussion groups with staff, a study on intensive care units and interviews with bereaved ethnic minority families; and development and evaluation of a training package to enhance cultural competence among ICU staff. Setting: Community focus group study in eight London boroughs with high prevalence of ethnic minority populations. Hospital studies at five NHS hospital trusts. Participants: Community studies: 228 focus group participants; hospital studies: 35 nurses, 28 clinicians, 19 hospital chaplains, 25 members of local Organ Donation Committees, 17 bereaved family members; and evaluation: 66 health professionals. Data sources: Focus groups with community residents, systematic reviews, qualitative interviews and observation in ICUs, EDGs with ICU staff, bereaved family interviews and questionnaires for trial evaluation. Review methods: Systematic review and narrative synthesis. Results: Community studies: Organ Donor Register – different ethnic/faith and age groups were at varying points on the ‘pathway’ to organ donor registration, with large numbers lacking knowledge and remaining at a pre-contemplation stage. Key attitudinal barriers were uncertainties regarding religious permissibility, bodily concerns, lack of trust in health professionals and little priority given to registration, with the varying significance of these factors varying by ethnicity/faith and age. National campaigns focusing on ethnic minorities have had limited impact, whereas characteristics of effective educational interventions are being conducted in a familiar environment; addressing the groups’ particular concerns; delivery by trained members of the lay community; and providing immediate access to registration. Interventions are also required to target those at specific stages of the donation pathway. Hospital studies: family consent to donation – many ICU staff, especially junior nurses, described a lack of confidence in communication and supporting ethnic minority families, often reflecting differences in emotional expression, faith and cultural beliefs, and language difficulties. The continuing high proportion of family donation discussions that take place without the collaboration of a specialist nurse for organ donation reflected consultants’ views of their own role in family consent to donation, a lack of trust in SNODs and uncertainties surrounding controlled donations after circulatory death. Hospital chaplains differed in their involvement in ICUs, reflecting their availability/employment status, personal interests and the practices of ICU staff. Evaluation: professional development package – a digital versatile disk-based training package was developed to promote confidence and skills in cross-cultural communication. Initial evaluation produced positive feedback and significant affirmative attitudinal change but no significant difference in consent rate over the short follow-up period with requirements for longer-term evaluation. Limitations: Participants in the focus group study were mainly first-generation migrants of manual socioeconomic groups. It was not permitted to identify non-consenting families for interview with data regarding the consent process were therefore limited to consenting families. Conclusions: The research presents guidance for the effective targeting of donation campaigns focusing on minority ethnic groups and provides the first training package in cultural competence in the NHS. Future work: Greater evaluation is required of community interventions in the UK to enhance knowledge of effective practice and analysis of the experiences of non-consenting ethnic minority families. Funding: The National Institute for Health Research Programme Grants for Applied Research programme. (shrink)

Until recently, moral case deliberation (MCD) sessions have mostly been facilitated by external experts, mainly professional ethicists. We have developed a train the facilitator programme for healthcare professionals aimed at providing them with the competences needed for being an MCD facilitator. In this paper, we present the first results of a study in which we evaluated the programme. We used a mixed methods design. One hundred and twenty trained healthcare professionals and five trainers from 16 training groups working (...) in different healthcare organisations throughout the Netherlands were included. After completion of the programme, participants feel sufficiently confident and equipped to facilitate an MCD session. Feeling competent does not mean that participants have no doubts or questions left. Rather, they are aware of their limitations and see the need for continuous learning. According to the respondents, the actual exercise of facilitating MCD during and in between the training sessions contributed most to the development of competences necessary for being an MCD facilitator. Respondents without prior experience of participating in MCD sessions felt less competent after the training than those who had participated in MCD sessions before. Self-attributed competence varied between participants with different professional backgrounds. (shrink)

We critically evaluate the ways in which competence in medical ethics has been evaluated. We report the initial stage in the development of a relevant, reliable and valid instrument to evaluate core critical thinking skills in medical ethics. This instrument can be used to evaluate the impact of medical ethics education programmes and to assess whether medical students have achieved a satisfactory level of performance of core skills and knowledge in medical ethics, within and across institutions.

Why did Copernicus's research programme supersede Ptolemy's?’, Lakatos and Zahar argued that, on Zahar's criterion for ‘novel fact’, Copernican theory was objectively scientifically superior to Ptolemaic theory. They are mistaken, Lakatos and Zahar applied Zahar's criterion to ‘a historical thought-experiment’—fictional rather than real history. Further, in their fictional history, they compared Copernicus to Eudoxus rather than Ptolemy, ignored Tycho Brahe, and did not consider facts that would be novel for geostatic theories. When Zahar's criterion is applied to real history, (...) the results are distinctly different. Finally, most of the historical and conceptual problems in applying Zahar's criterion to the Copernican Revolution primarily arise from a deep difficulty in Lakatos's programme: the necessity of individuating research programmes and identifying their originators. 1 Working closely with David Dahl was crucial in developing this paper. Robert Westman's valiant effort to keep me on the historical straight and narrow drastically limited my tendency to a priori historical pronouncements. The Vassar Philosophy Department, John Tompsich, and Jean Sterling were also helpful. (shrink)

(2000). Expanding Study Support Nationally: Implications from an evaluation of the East Middlesborough Education Action Zone's programme. Educational Studies: Vol. 26, No. 4, pp. 503-515.

L’évaluation scientifique a toujours fait partie du paysage de la recherche en sciences exactes si l’on entend par là l’existence de procédures pertinentes d’examen par les pairs – qu’il s’agisse de la soumission d’un article à une revue scientifique, du recrutement et de l’affectation thématique d’un chercheur, ou du financement de programmes de recherche nécessitant..

David Bloor has advocated a bold hypothesis about the form any sociology of science should take in setting out the four central tenets of his ?strong programme? (SP). The first section of this paper discusses how three of these tenets are best formulated and how they relate to one another. The second section discusses how reasons can be causes of belief and how such reasons raise a serious difficulty for SP. The third section discusses how SP is committed to (...) a form of relativism about truth. The fourth section discusses how one might deal with the problem of SP applying both to itself and to other sociological theories. In addition there is, throughout, a discussion of how rules of inference, methodologies, and philosophical doctrines either apply to SP or are exempt from applying. It is argued that SP must be a severely limited doctrine impotent to make evaluative claims about the worth of any theory, including itself. (shrink)

Realist evaluation has gained prominence in the field of evaluation in recent years. Its theory-driven approach to explaining how and why programmes work or not makes it attractive to many novices, early career researchers, and organizations implementing various programmes globally and relevant to policymakers and programme implementers. While realist evaluation seeks to be pragmatic, adopting principles and methods that can be used to help focus an evaluation, its deep ontological and epistemological foundations make its application (...) in real-life situations challenging. In this paper, we seek to unpack the key tenets scaffolding the practical application of realist evaluation. Although Pawson and Tilley foreground realist evaluation in applied scientific realism, we argue that an amalgam of scientific and critical realist principles underpins realist evaluation. We unpack these principles and illustrate how they fit into each other to provide a cogent theoretical foundation for realist evaluation. (shrink)

Since the founding of the University of Limburg (1974), in The Netherlands, an innovative medical curriculum has been guided by educational principles of problem-orientation, continuous assessment, student initiative and attitude development. The teaching of medical ethics was built into the preclinical curriculum from the start. However, the clinical years remained largely unaffected, and only recently has an effort been made to extend the educational philosophy to this more or less traditional part of medical education. Within this context, an experiment of (...) clinical ethics teaching was introduced in the Obstetrics and Gynaecology (Ob/Gyn) clerkships. The objectives, methods and results of this experimental programme are described in this paper. The success of the teaching is based on three features of the programme: 1) its student-centred approach; 2) the programme is designed in a way similar to regular patient conferences; 3) the programme is taught by a team consisting of both clinician and ethicist. Before starting a longitudinal programme of ethics teaching during the clinical years, it proved very helpful to experiment with a well designed and evaluated pilot programme. (shrink)

This article advocates for the validity of Realist Evaluation (RE) as a manifestation of Critical Realism in evaluation research despite criticisms suggesting that the former disregards principles from Bhaskarian ontology. Specifically, I argue that critics overstate RE's philosophical actualism in their argument that its inclination towards technocratic knowledge impedes its scrutiny of stratified social systems. Notwithstanding its limitations in fully elucidating causal structural mechanisms in social inquiry, I argue that RE's research rationale can contribute to the stages of (...) explanatory research based on CR by bridging the comprehension of mechanisms linked to micro-interventions with exploring potential structural forces operating across levels of reality. To illustrate this point, I present a case of a policy evaluation study I led that demonstrates how a RE-oriented research design facilitated a transition from investigating specific programme mechanisms within the interventions' context to proposing transcendental questions about the governance of the education system in Colombia. (shrink)

This study used a partial least squares structural equation modelling (PLS-SEM) to estimate curriculum management's direct and indirect effects on university graduate programmes' viability. The study also examined the role of institutional effectiveness in mediating the nexus between the predictor and response variables. This is a correlational study with a factorial research design. The study's participants comprised 149 higher education administrators (23 Faculty Deans and 126 HODs) from two public universities in Nigeria. A structured questionnaire designed by the researchers was (...) used for data collection. The questionnaire was duly validated with an acceptable scale and item content validity indices. The dimensionality of the instrument was determined using exploratory factor analysis (EFA). Convergent validity was based on Average Variance Extracted (AVE), whereas discriminant validity was based on Fornell-Lacker criteria and the Hetero-Trait Mono-Trait (HTMT) ratio. Acceptable composite reliability estimates of internal consistency were reached for the three sub-scales. Following ethical practices, the questionnaire was physically administered to respondents and retrieved afterwards. Smart PLS (version 3.2.9) and SPSS (version 26.0) programs were used for all the statistical analyses. This study uncovered significant direct and indirect effects of curriculum management on the viability of graduate programmes. Institutional effectiveness significantly impacted graduate programmes’ viability while mediating the nexus between curriculum management and graduate programmes’ viability. Curriculum management and institutional effectiveness jointly explained a significant proportion of graduate programmes’ viability variance. The result of this study proved that graduate programmes’ viability depends, to a great extent, on how much curriculum is managed and how effective institutions are with their services. The result of this study can enable institutions seeking to run viable graduate programmes to re-evaluate their curriculum management practices and the effectiveness of their services. (shrink)

Some peculiarities of the evaluation of theories within scientific research programmes and of the assessing of rival SRPs are described assuming that scientists try to maximise an ‘epistemic utility function’ under economic and institutional constraints. Special attention is given to Lakatos' concepts of ‘empirical progress’ and ‘theoretical progress’. A notion of ‘empirical verisimilitude’ is defended as an appropriate utility function. The neologism ‘methodonomics’ is applied to this kind of studies.

Programmes serving international patients are increasingly common throughout the USA. These programmes aim to expand access to resources and clinical expertise not readily available in the requesting patients’ home country. However, they exist within the US healthcare system where domestic healthcare needs are unmet for many children. Focusing our analysis on US children’s hospitals that have a societal mandate to provide medical care to a defined geographic population while simultaneously offering highly specialised healthcare services for the general population, we assume (...) that, given their mandate, priority will be given to patients within their catchment area over other patients. We argue that beyond prioritising patients within their region and addressing inequities within US healthcare, US institutions should also provide care to children from countries where access to vital medical services is unavailable or deficient. In the paper, we raise and attempt to answer the following: (1) Do paediatric healthcare institutions have a duty to care for all children in need irrespective of their place of residence, including international patients? (2) If there is such a duty, how should this general duty be balanced against the special duty to serve children within a defined geographical area to which an institution is committed, when resources are strained? (3) Finally, how are institutional obligations manifest in paradigm cases involving international patients? We start with cases, evaluating clinical and contextual features as they inform the strength of ethical claim and priority for access. We then proceed to develop a general prioritisation framework based on them. (shrink)

Clinical ethics support, including ethics consultation, has become established in the field of medical practice throughout the world. This practice has been regarded as useful, most notably in the UK and the USA, in solving ethical problems encountered by both medical practitioners and those who receive medical treatment. In Japan, however, few services are available to respond to everyday clinical ethical issues, although a variety of difficult ethical problems arise daily in the medical field: termination of life support, euthanasia and (...) questions about patient autonomy. In light of these conditions, a group of 17 volunteer educators and researchers from the area of biomedical ethics, including the authors, have formed the Clinical Ethics Support and Education Project, and began providing Japan’s first small team clinical ethics consultation service in October, 2006. Members include scholars of biomedical ethics, scholars of philosophy and ethics, legal professionals and legal scholars, nurses and doctors, consisting of five women and 12 men. Consultation teams, made up of a small number of members, were organised each time a request for consultation was received. Over approximately 15 months (October 2006–December 2007), the programme received 22 consultation requests from medical practitioners and medical institutions, and three from the families of patients. In this paper, we will discuss the status of our consultation service and examples of consultation cases we have handled. In addition, we will examine the process of evaluating small team clinical ethics consultation services, as well as the strengths and weakness of such programmes. (shrink)