Evolution of Ethical Principles for Naturalistic Evaluation

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Abstract
What are the epistemological underpinnings of the principles which guide the practice of naturalistic evaluation? Are the implications of these principles fully understood by those who purport to use them? What ethical dilemmas are encountered in their application? To examine these questions, the authors trace the historical development of both experimental and naturalistic models. The unique role, tasks and stresses of the evaluatorfunctioning within a naturalistic design are examined. Problems ofprivacyand data gathering techniques are discussed. Benefits and costs of naturalistic evaluation applied in the medical school context are summarized in the areas of curriculum development, understanding ofprogramfunctioning and enhanced involvement by program personnel.

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