Assessing Moral Skills in General and Post-Graduate Dental Students in the Southeast of Iran: A Cross-Sectional Study

Abstract Objective: To assess the level of moral skills in dental students and residents. Material and Methods: This cross-sectional and descriptive-analytical study was conducted on dental students and residents of Kerman University of Medical Sciences, selected by census sampling. Data collection tools included a demographic information checklist (age, gender, marital status, educational level (before basic sciences, after basic sciences, residency), and moral skills inventory questionnaire. The data were analyzed using a T-test and multiple regression analysis at a confidence level of 95%. Results: The total score of the moral skills questionnaire was about 44 out of 80, and there was no difference between males and females in moral skills (p=0.79). However, there was a significant difference in moral sensitivity between married and single students (p=0.036). Residents gained significantly higher moral integrity scores than students (p=0.046). Conclusion: The study highlights that the level of professional moral skills in Kerman dental students and residents was acceptable. Single students got higher scores in the moral sensitivity domain, although residents got the highest scores in the moral integrity domain. There was no significant correlation between gender and the level of moral skills (AU).

Humanismo, como valor esencial en la formación del estudiante de las ciencias médicas / Humanism, as an essential value in the formation of the student of medical sciences

Las carreras de las ciencias médicas, requieren que sus educandos en primer lugar tengan vocación de servir, de ayudar al enfermo, del que requiere cuidados, de quien necesite amor, en el contexto globalizado de un mundo que se va deteriorando en lo espiritual, donde los valores se van destruyendo, y donde la tecnología del primer mundo va sustituyendo el pensamiento médico, el análisis particularizado de cada paciente, con el objetivo de lograr curación, alivio o comprensión de su enfermedad. Se reflexiona sobre la necesidad de la formación humanística en la Universidad Médica, como el eje fundamental espiritual para lograr el profesional que necesita la sociedad. El humanizar el actuar médico requiere de enseñar ética y bioética en pre, post grado y educación continua, pero sin olvidar el ejemplo personal, ese que no está en los libros ni revistas para cosechar una alta sensibilidad humana del médico y en sentido general de los profesionales y trabajadores de la salud(AU)

Medical science careers require that their students first of all have a vocation to serve, to help the sick, those who require care, those who need love, in the globalized context of a world that is deteriorating spiritually, where values are being destroyed, and where the technology of the first world is replacing medical thinking, the individualized analysis of each patient, with the aim of achieving a cure, relief or understanding of their illness. It reflects on the need for humanistic training in the Medical University, as the fundamental spiritual axis to achieve the professional that society needs. Humanizing medical action requires teaching ethics and bioethics in undergraduate, postgraduate and continuing education, but without forgetting the personal example, the one that is not in books or magazines to harvest a high human sensitivity of the doctor and in general sense of the health professionals and workers(EU)

Problemas éticos no cotidiano docente em Odontologia: em busca de uma pedagogia deliberativa / Ethical problems in daily dentistry teaching: in search of a deliberative pedagogy

Embora sejam conhecidos os problemas éticos vivenciados por estudantes de graduação em Odontologia, o mesmo não pode ser afirmado em relação a professores. Esta pesquisa, de abordagem qualitativa, teve como objetivo compreender os problemas éticos percebidosno fazer docente. A coleta de dados ocorreu por meio de entrevistas semiestruturadas com 18 professores de três instituições de ensino superiordo sul do Brasil. A Análise Temática de Conteúdo evidenciou categorias iniciais, dentro das quais alguns problemas éticos foram identificados. Estes foram então agrupados em duas grandes categorias temáticas: "problemas centrais ao fazer docente" e "problemas transversais ao fazer docente". Os resultados revelam que os principais problemasestãorelacionados adesenvolver processos avaliativos justos; ensinar e assistir à saúde com recursos limitados; integrar recursos tecnológicos sem perder a qualidade do processo ensino-aprendizagem; qualificar pedagogicamente o professor-dentista; agir para estimular interesse e comprometimento discente; formar profissionais generalistas com professores especialistas; equilibrar afeto e responsabilidade pelo processo educativo na relação interpessoal; lidar comorientações divergentes; manejar conflitos entre colegas; eenfrentar amercantilização do ensino. Tais questões são problematizadas neste artigo, buscando instigar a reflexão docente. Em conjunto, reiteram a necessidade de se atuar intencionalmente na dimensão ética da educação superior. Sugere-se que os desafios identificados sejam tomados como objeto de deliberação entre professores -para contribuir com a sua qualificação ético-pedagógica -bem como entre professores e estudantes, favorecendo a construção da personalidade moral dos futuros profissionais (AU).

Although the ethical problems experienced by dental students are known, the same cannot be said in relation to professors. This research, with a qualitative approach, aimed to understand the ethical problems observedin teaching. Data collection took place by semi-structured interviews with 18 professors from three higher education institutions in southern Brazil. The Thematic Content Analysis evidenced initial categories, within which some ethical problems were identified. These were nextgrouped into two major thematic categories: "teaching central problems" and "teaching cross-cutting problems".The results reveal that the majorproblems are related to: developing fair evaluation processes; teaching and assisting in health with limited resources;integratingtechnological resources without losing the quality of the teaching-learning process; pedagogically qualifyingthe dentist teacher; actingto stimulatethestudent'sinterest and commitment; traininggeneral practitionerswith specialists teachers; balancingaffection and responsibility for the educational process in the interpersonal relationship; dealingwith divergent instructions; handlingconflicts between colleagues; and facingthe commodification of education. Such issuesare discussed in this article, seeking to instigate teacher reflection. Together, they reiterate the need topurposefully act in the ethical dimension of higher education. It is suggested that the identified challenges be taken as an object of deliberation among professors­to contribute to their ethical-pedagogical qualification­,as well as betweenprofessors and students, favoring the construction of the moral personality of future professionals (AU).

La ética ante las crisis sanitarias a propósito de la COVID-19 / Ethics facing health crises related to COVID-19

La ética está presente en múltiples escenarios, pero frente a una pandemia, se destacan los inherentes al sistema de salud. Este artículo tiene como objetivo, identificar momentos cruciales del enfrentamiento a una crisis sanitaria en los que proliferan los dilemas éticos. Se analizan: el modo de actuar del personal de la salud; aspectos de la organización y las decisiones que se toman. Estos temas se abordan desde varias aristas, entre ellas: la ética en la formación de sus recursos humanos, papel y lugar del juramento hipocrático, posiciones que critican el quebrantamiento de la ética profesional y la urgencia en su restablecimiento. Se examinan posiciones en torno al triaje como sistema de selección y clasificación de pacientes en los servicios de urgencia, los planes de contingencia y los dilemas éticos. Antes de forzar a los médicos a decidir quién vive y quién muere, los gobiernos deben trabajar para disponer de sistemas sanitarios que permitan prevenir las enfermedades, disminuir los contagios masivos y atender los casos clínicos de forma digna con los recursos necesarios. Entre las estrategias a implementar es vital la acertada planificación ante contingencias, que eviten arribar a las fases de saturación y colapso de los servicios médicos, momentos en los que se multiplican los dilemas éticos(AU)

Ethic is present in multiple settings, but when faced with a health crises, those inherent to the health system stand out. This article aims to identify crucial moments in the confrontation with a health crisis in which ethical dilemmas proliferate. Crucial moments of direct confrontation with a health crisis are analyzed: the way of acting of health personnel; organizational aspects and decisions made directly related to the health sector. These issues are approached from several angles, among them: ethics in the formation of its human resources, the role and place of the Hippocratic Oath, positions that criticize the breach of professional ethics and the urgency in its restoration. Positions regarding triage as a system for selecting and classifying patients in emergency services, contingency plans and ethical dilemmas are addressed. Before forcing doctors to decide who lives and who dies, governments must work to have health systems that prevent diseases, reduce mass infections and treat clinical cases with dignity with the necessary resources. Among the strategies to be implemented, correct contingency planning is vital, to avoid reaching the saturation and collapse phases of medical services, moments in which ethical dilemmas multiply(AU)

Formação ética de profissionais de saúde: contribuições de uma vivência interprofissional / Ethical education of health professionals: the contributions of an interprofessional experience / Formación ética de profesionales de salud: contribuciones de una vivencia interprofesional

Pesquisa qualitativa que objetivou compreender as influências de uma vivência acadêmica interprofissional e extracurricular na formação ética de estudantes da saúde. Realizaram-se entrevistas narrativas com participantes do Programa Vivências e Estágios na Realidade no Sistema Único de Saúde (VER-SUS). As narrativas das entrevistas foram submetidas à Análise de Conteúdo Temática e analisadas à luz de teorias de educação moral. Emergiram as seguintes categorias analíticas: "intencionalidade das atividades", "relações interpessoais e características do processo educativo" e "reflexões éticas". Os resultados evidenciaram que os valores que fundamentaram a intencionalidade e caracterizaram as atividades foram essenciais para a reflexividade que influencia a construção de identidades morais e éticas. Apontam ainda direcionamentos à universidade comprometida não apenas com a formação profissional, mas também com a educação integral do ser humano, propondo a manutenção do VER-SUS e o estímulo para a implantação/ampliação da educação interprofissional em saúde. (AU)

We conducted a qualitative study aimed at understanding the influence of an extracurricular interprofessional academic experience on the ethical education of health students. Narrative interviews were conducted with participants of the Experiences and Internships in Reality Program in the Brazilian National Health System (VER-SUS). We performed a thematic content analysis of the interview narratives, drawing on moral education theories. The following analytical categories were identified: "intentionality of activities"; "interpersonal relations and features of the educational process"; and "ethical reflections". The findings show that the values underpinning intentionality and characterizing the activities are essential for the reflexivity that influences the construction of moral and ethical identities. The findings also indicate directions for a university committed not only to professional education, but also to the integral education of the human being, proposing the maintenance of the VER-SUS and promotion of the implementation/expansion of interprofessional health education. (AU)

Investigación cualitativa con el objetivo de entender las influencias de una vivencia académica interprofesional y extracurricular en la formación ética de estudiantes del área de la salud. Se realizaron entrevistas narrativas con participantes del Programa Vivencias y Pasantías en la Realidad en el Sistema Brasileño de Salud (VER-SUS). Las narrativas de las entrevistas se sometieron al Análisis de Contenido Temático y se analizaron a la luz de teorías de educación moral. Surgieron las siguientes categorías analíticas: "intencionalidad de las actividades", "relaciones interpersonales y características del proceso educativo" y "reflexiones éticas". Los resultados pusieron en evidencia que los valores que fundamentaron la intencionalidad y caracterizaron las actividades fueron esenciales para la reflexividad que influye en la construcción de identidades morales y éticas. También señalan direcciones para la universidad comprometida no solo con la formación profesional, sino con la educación integral del ser humano, proponiendo el mantenimiento del VER-SUS y el incentivo para la implantación/ampliación de la educación interprofesional en salud. (AU)

The socio-political scene and Henrys crisis influence on the curricula of physical education undergraduate courses in Brazil / O cenário sociopolítico e a influência da crise de Henry nos currículos de graduações em educação física no Brasil

ABSTRACT From 1980s to 1990s, the Brazilian Physical Education (BPE) was strongly influenced by the discussion concerning its identity as an academic discipline; the final period of the Brazilian military dictatorship; the regulation of the BPE as a profession. Hence, this study analyzed the influence of that epistemological and political setting on the curricula of three BPE undergraduate courses. The Political Pedagogic Project and the Curriculum Matrix of the three undergraduate courses, from public universities, were analyzed using two qualitative research techniques: body of knowledge analysis, and content analysis. The results showed that the curricula analyzed did not cover a definition of professional intervention procedures based on ethical conduct specific to the area. Furthermore, the knowledge basis of the curricula is mainly constituted by discipline knowledge, which contributes to distancing the student's training from their field of professional practice . These findings may be associated with the insufficient epistemological discussion early initiated by Henry's works and unclear definition if the BPE is an academic or professional area. This investigation suggests that political disputes related to professionalization of BPE overlapped the academic discussions, which might have contributed to the problems identified on the preparation through bachelor courses of physical education professionals.

RESUMO De 1980 a 1990, a Educação Física Brasileira (EFB) foi fortemente influenciada pela discussão sobre sua identidade como disciplina acadêmica; pelo período final da ditadura militar; e pela regulamentação da EFB como profissão. Assim, este estudo analisou a influência dessa configuração epistemológica e política sobre o currículo de três cursos de graduação em Educação Física (EF) no Brasil. O Projeto Político Pedagógico e a Matriz Curricular dos três cursos, de universidades públicas, foram analisados utilizando duas técnicas de pesquisa qualitativa: análise do corpo de conhecimento e análise de conteúdo. Os resultados mostraram que todos os currículos analisados não apresentaram uma definição clara dos procedimentos de intervenção profissional baseados em condutas éticas específicas da área. Além disso, a base de conhecimento dos currículos é principalmente constituída pelo conhecimento acadêmico, contribuindo para o distanciamento da formação do graduando com o campo de atuação profissional. Essas descobertas podem estar associadas à insuficiente discussão epistemológica que foi iniciada pelos trabalhos de Henry e a não definição se a EFB é uma área acadêmica ou profissional. Esta investigação sugere que as disputas políticas relacionadas à profissionalização da EFB se sobrepuseram às discussões acadêmicas, o que pode ter contribuído para os problemas identificados na formação do tipo bacharelado dos profissionais de EF.

The Ethical Perils of Personal, Communal Relations: A Language Perspective.

Most companies use codes of conduct, ethics training, and regular communication to ensure that employees know about rules to follow to avoid misconduct. In the present research, we focused on the type of language used in codes of conduct and showed that impersonal language (e.g., "employees" or "members") and personal, communal language (e.g., "we") lead to different behaviors because they change how people perceive the group or organization of which they are a part. Using multiple methods, including lab- and field-based experiments (total N = 1,443), and a large data set of S&P 500 firms (i.e., publicly traded, large U.S. companies that are part of the S&P 500 stock market index), we robustly demonstrated that personal, communal language (compared with impersonal language) influences perceptions of a group's warmth, which, in turn, increases levels of dishonesty among its members.

Expanding ethics curriculum resources: American College of Epidemiology's syllabus collection project.

This commentary provides an update on the evolution of the American College of Epidemiology's online and open-source collection of ethics syllabi in epidemiology and public health. Begun in 2011, the syllabus-collection project anticipated the Council on Education for Public Health's accreditation requirement calling for "the development of ethical practice" and identifying a need to "demonstrate our commitment to ethical dealings." The Ethics Committee of the American College of Epidemiology continued the project in 2018 seeking to acquire as many syllabi as possible for the repository; all 180 Council on Education for Public Health-accredited schools and programs were contacted and asked to share syllabi that addressed ethical and related issues. The overarching goal was to support institutions that have not yet introduced ethics into public health and epidemiology curricula. In total, 45 new syllabi were collected in 2018 and collated with the 38 acquired in 2011; 83 syllabi have been compiled from 52 accredited entities. Having a readily available on-line resource to support institutions and faculty seeking to introduce or improve the presentation of ethics in public health and epidemiology curricula is believed to be an important contribution to public health science and pedagogy.

[Training PhD students in ethics and research integrity in France in 2018]. / Formation à l'éthique et à l'intégrité scientifique au sein des écoles doctorales françaises - Un premier état des lieux en 2018.

Since 2016, the national framework for doctoral studies in France states that doctoral schools from the French universities should ensure that every doctoral student receives a training in research ethics and integrity. The doctoral schools can organize the training at their convenience. We have conducted a study among all French doctoral schools about the modalities of this training in 2018. Our inquiry shows that the doctoral schools are well engaged in this effort of training on the whole territory, and are on the verge of reinforcing it. Overall, our inquiry shows a general awareness by the doctoral schools of the importance of these topics for tomorrow research.

Engineering Ethics Education: A Comparative Study of Japan and Malaysia.

This paper reports the findings of a comparative study in which students' perceived attainment of the objectives of an engineering ethics education and their attitude towards engineering ethics were investigated and compared. The investigation was carried out in Japan and Malaysia, involving 163 and 108 engineering undergraduates respectively. The research method used was based on a survey in which respondents were sent a questionnaire to elicit relevant data. Both descriptive and inferential statistical analyses were performed on the data. The results of the analyses showed that the attainment of the objectives of engineering ethics education and students' attitude towards socio-ethical issues in engineering were significantly higher and positive among Japanese engineering students compared to Malaysian engineering students. Such findings suggest that a well-structured, integrated, and innovative pedagogy for teaching ethics will have an impact on the students' attainment of ethics education objectives and their attitude towards engineering ethics. As such, the research findings serve as a cornerstone to which the current practice of teaching and learning of engineering ethics education can be examined more critically, such that further improvements can be made to the existing curriculum that can help produce engineers that have strong moral and ethical characters.

A blended-learning programme regarding professional ethics in physiotherapy students.

BACKGROUND: In the university context, assessing students' attitude, knowledge and opinions when applying an innovative methodological approach to teach professional ethics becomes fundamental to know if the used approach is enough motivating for students. RESEARCH OBJECTIVE: To assess the effect of a blended-learning model, based on professional ethics and related to clinical practices, on physiotherapy students' attitude, knowledge and opinions towards learning professional ethics. RESEARCH DESIGN AND PARTICIPANTS: A simple-blind clinical trial was performed (NLM identifier NCT03241693) (control group, n = 64; experimental group, n = 65). Both groups followed clinical practices for 8 months. Control group performed a public exposition of a clinical case about professional ethics. By contrast, an 8-month blended-learning programme regarding professional ethics was worked out for experimental group. An online syllabus and online activities were elaborated, while face-to-face active participation techniques were performed to discuss ethical issues. Students' attitudes, knowledge and opinions towards learning professional ethics were assessed. ETHICAL CONSIDERATIONS: The study was approved by the University Ethic Committee of Human Research and followed the ethical principles according to the Declaration of Helsinki. FINDINGS: After the programme, attitudes and knowledge towards learning professional ethics of experimental group students significantly improved, while no differences were observed in control group. Moreover, opinions reported an adequate extension of themes and temporization, importance of clinical practices and interest of topics. Case study method and role playing were considered as the most helpful techniques. CONCLUSION: The blended-learning programme proposed, based on professional ethics and related to clinical practices, improves physiotherapy students' attitudes, knowledge and opinions towards learning professional ethics.

Does Studying 'Ethics' Improve Engineering Students' Meta-Moral Cognitive Skills?

This study examines the assumption that training in professional ethics is a predictor of the meta-moral cognitive ability of engineering students. The main purpose of the study was to check the difference in the meta-moral cognitive abilities between those students who studied a course on professional ethics, as part of the engineering curriculum, and those who did not undertake such a course. Using the survey method, the author conducted a pilot study amongst 243 engineering undergraduates. The meta-moral cognitive awareness inventory developed on the basis of the meta-cognitive awareness inventory prepared by Schraw Gregory and Dennison Rayne Sperling was used to measure the meta-moral cognitive level of the respondents. The results show that there was a substantial difference in the meta-moral cognitive abilities between those students who studied professional ethics, and those who did not. The univariate analysis of variance of the collected data reveals a significant variance (p = .017).

On-line ethics education for occupational therapy clinician-educators: a single-group pre-/post-test study.

Purpose: Ethics education is a critical component of training rehabilitation practitioners. There is a need for capacity-building among ethics educators regarding facilitating ethical decision-making among students. The purpose of this study was to evaluate the utility of an on-line ethics education module for occupational therapy clinician-educators (problem-based learning tutors/clinical placement preceptors/evidence-based practice facilitators).Method: The Knowledge-to-Action Process informed development and evaluation of the module. Clinician-educators (n = 33) viewed the module and reported on its impact on knowledge and facilitation practices via pre, post, and follow-up questionnaires.Results: Pre- and post-test data indicated improvement in self-reported ethics knowledge (t = 8.275, p < 0.01). Follow-up data indicated knowledge did not decrease over time (t = -1.483, p = 0.075). There was improvement in self-reported intent to change practice (t = 4.93, p < 0.01); however, actual practice change was not indicated (t = -1.499, p = 0.072).Conclusion: This study provides preliminary data regarding an on-line ethics education module for clinician-educators. Future recommendations include broader consideration of context, adding supplemental knowledge translation components, and further research exploring outcomes with larger samples, longer follow-up and randomized trial methodology.Implications for RehabilitationThe on-line ethics module has potential to improve rehabilitation practice by addressing the noted gap in knowledge among clinician-educators.Viewing an on-line module regarding approaches to ethics education may not be sufficient to change clinician-educators' teaching practices.More time and opportunities to discuss ethics with student occupational therapists may be required to effect practice change among clinician-educators.Developing ethics education tools for clinician-educators requires ongoing and iterative input from knowledge users to optimize translation of ideas to practice.

Formação x educação, Deontologia x ética: repensando conceitos, reposicionando docentes / Training x education, Deontology x ethics: rethinking concepts and repositioning professors

Partindo de inquietações e reflexões docentes, buscamos problematizar alguns conceitos frequentemente tomados como sinônimos no contexto da educação de profissionais de saúde, descortinando concepções alternativas para um fazer pedagógico eticamente comprometido. A análise se centra na ideia hegemônica da ética que conforma certo sentido para a expressão "ética na formação", em contraposição ao que se poderia denominar de uma "dimensão ética da educação". Por meio de uma escrita dialógica sobre temas comuns a todo (a) professor (a), quer-se provocar o (a) leitor (a) para o exame de sua práxis acadêmica e para o questionamento sobre o que temos realizado na universidade: formação profissional ou educação superior? Os argumentos expressos neste ensaio almejam fomentar o (auto)questionamento para que cada um(a) responda, a sua maneira, e depois coletivamente, à pergunta essencial que a ética nos faz: "que devo(devemos) fazer"? (AU).

Starting from teachers' concerns and reflections, we seek to problematize some concepts often taken as synonyms in the context of professionals' health education, revealing alternative conceptions of ethical and pedagogical doing. The analysis focuses on ethics hegemonic idea that forms a particular meaning for the expression "ethics in training," in opposition to what could be called an "ethical dimension of education." Through a dialogical writing about common topics to every professor, the rationale is to provoke the reader to his/her academic praxis examination and to question what are we doing in universities: developing vocational training or higher education? The arguments expressed in this essay seek to encourage the (self) questioning so that each one responds, in his or her way, and then collectively, to the essential question regarding ethics: "What should we do"? (AU).

The active engagement model of applied ethics as a structure for ethical reflection in the context of course-based service learning.

PURPOSE: The purpose of this case report is to explore the active engagement model as a tool to illuminate the ethical reflections of student physical therapists in the context of service learning in a developing country. METHODS: The study participants were a convenience sample of six students. The study design is a case report using a phenomenological perspective. Data were collected from students' narrative writing and semi-structured interviews. The steps of the active engagement model provided the structural framework for student responses. The analysis process included open coding, selective coding, and member checking. RESULTS: Results showed the emergence of two main themes: 1) gathering rich detail and 2) developing independent moral identity. Students' descriptions of their relationships were detailed and included explanations about the complexities of the sociocultural context. Independent and deliberate agency was evident by the students' preparedness to be collaborative, to raise ethical questions, to identify ethically important aspects of their practice and to describe their professional roles. The students noted that the use of the model increased their engagement in the ethical decision-making process and their recognition of ethical questions. CONCLUSIONS: This case report illustrates attributes of the active engagement model which have implications for teaching ethical reflection: scaffolding for ethical reflection, use of narrative for reflection, reflection in action, and illumination of relevant themes. Each of these attributes leads to the development of meaningful ethical reflection. The attributes of this model shown by this case report have potential applications to teaching ethical reflection.

Improving Student Engagement in the Study of Professional Ethics: Concepts and an Example in Cyber Security.

In spite of the acknowledged importance of professional ethics, technical students often show little enthusiasm for studying the subject. This paper considers how such engagement might be improved. Four guiding principles for promoting engagement are identified: (1) aligning teaching content with student interests; (2) taking a pragmatic rather than a philosophical approach to issue resolution; (3) addressing the full complexity of real-world case studies; and (4) covering content in a way that students find entertaining. The use of these principles is then discussed with respect to the specific experience of developing and presenting a master's module in Ethical and Legal Issues in Cyber Security at Queens University Belfast. One significant aspect of the resulting design is that it encourages students to see ethical issues in systemic terms rather than from an individual perspective, with issues emerging from a conflict between different groups with different vested interests. Case studies are used to examine how personal and business priorities create conflicts that can lead to negative press, fines and punitive legal action. The module explores the reasons why organisations may be unaware of the risks associated with their actions and how an inappropriate response to an ethical issue can significantly aggravate a situation. The module has been delivered in three successive years since 2014 and been well received on each occasion. The paper describes the design of the module and the experience of delivering it, concluding with a discussion of the effectiveness of the approach.

A Systematic Literature Review of US Engineering Ethics Interventions.

Promoting the ethical formation of engineering students through the cultivation of their discipline-specific knowledge, sensitivity, imagination, and reasoning skills has become a goal for many engineering education programs throughout the United States. However, there is neither a consensus throughout the engineering education community regarding which strategies are most effective towards which ends, nor which ends are most important. This study provides an overview of engineering ethics interventions within the U.S. through the systematic analysis of articles that featured ethical interventions in engineering, published in select peer-reviewed journals, and published between 2000 and 2015. As a core criterion, each journal article reviewed must have provided an overview of the course as well as how the authors evaluated course-learning goals. In sum, 26 articles were analyzed with a coding scheme that included 56 binary items. The results indicate that the most common methods for integrating ethics into engineering involved exposing students to codes/standards, utilizing case studies, and discussion activities. Nearly half of the articles had students engage with ethical heuristics or philosophical ethics. Following the presentation of the results, this study describes in detail four articles to highlight less common but intriguing pedagogical methods and evaluation techniques. The findings indicate that there is limited empirical work on ethics education within engineering across the United States. Furthermore, due to the large variation in goals, approaches, and evaluation methods described across interventions, this study does not detail "best" practices for integrating ethics into engineering. The science and engineering education community should continue exploring the relative merits of different approaches to ethics education in engineering.