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  1. FY1 doctors' ethicolegal challenges in their first year of clinical practice: an interview study.Pirashanthie Vivekananda-Schmidt & Bryan Vernon - 2014 - Journal of Medical Ethics 40 (4):277-281.
    Background There is little evidence of junior trainee perspectives in the design and implementation of medical ethics and law curriculum in UK medical schools.Aim To determine the ethical issues the foundation year 1 doctors encountered during clinical practice and the skills and knowledge of MEL, which were useful in informing MEL curriculum development.Method The National Research Ethics Service gave ethical approval. Eighteen one-to-one interviews were conducted in each school with FY1 doctors.Analysis Interviews were recorded and transcribed verbatim; a thematic analysis (...)
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  • Undergraduate Ethics Education in Paramedicine in Australia.Kirsty Shearer, Matthew Thomas, Tania Signal, Ruth Townsend & Nikola Stepanov - 2023 - Journal of Academic Ethics 21 (3):377-392.
    In Australia, paramedics are obliged to practice ethically. Graduates of baccalaureate degrees in paramedicine should therefore possess a common grounding in ethics to meet the professional capabilities expected of registered paramedics. However, there is a lack of clarity regarding ethics education for paramedicine students, including what is taught, how it is taught, and how it is assessed. This paper explores ethics education for paramedicine students in Australia, how it aligns with current professional expectations, and how it may be enhanced. Point-in-time (...)
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  • Factors influencing the lived experience of paramedics facing ethical dilemmas: a case comparison.Kirsty Shearer, Matthew Thomas, Tania Signal & Ruth Townsend - 2023 - International Journal of Ethics Education 8 (2):321-333.
    Paramedics encounter ethical dilemmas at work, and while previous research has improved ethics education and practice, more can be learned from the lived experience of paramedics facing ethical challenges. This paper explores the lived experience of two paramedics, one with five years’ experience, the other twenty, presented with comparable cases. The participants, who were interviewed in a broader qualitative study exploring practical wisdom, were asked to select a case involving ethical decision-making from their own practice experience. Semi-structured interviews employed the (...)
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  • Concepts for simulations with actors to teach clinical ethics.Carola Seifart, Andrea Schönbauer, Settimio Monteverde & Tanja Krones - 2022 - Ethik in der Medizin 34 (3):319-338.
    Background Although simulation-based learning using simulated patients is a standard part of training in medical school, it is not yet used to the same extent in the teaching of medical ethics. There are good reasons to use simulation-based teaching, especially in clinical ethics, to gain practical experience through the situation-specific combination of knowledge, skills, and attitudes in the learning process. However, there are certain prerequisites regarding the design of simulations with actors in medical ethics education. Topics Using a concrete example, (...)
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  • Konzeptionen von Simulationen mit Simulationspersonen für die Medizinethik-Lehre.Carola Seifart, Andrea Schönbauer, Settimio Monteverde & Tanja Krones - 2022 - Ethik in der Medizin 34 (3):319-338.
    Simulationen mit Simulationspersonen gehören in der medizinischen Lehre zum Ausbildungs-Standard. In der medizinethischen Lehre ist dies bisher nicht in gleichem Umfang der Fall. Für ihren Einsatz, insbesondere in der klinischen Ethik, können gute Gründe angeführt werden, wie beispielsweise die Möglichkeit konkreter Erfahrungen als Lehrelement und die situationsspezifische Verbindung von Wissen, Können und Haltungen in einem Lernprozess. Die Konzeption von Simulationen mit Simulationspersonen in der medizinethischen Lehre ist jedoch voraussetzungsreich. Es müssen die mehrdimensionalen Lernziele und die Anforderungen an die medizinethische Lehre (...)
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  • To evaluate the knowledge, attitude and practice of healthcare ethics among medical, dental and physiotherapy postgraduate students—a pilot study.Veena Pais, Vina Vaswani & Sudeep Pais - 2020 - International Journal of Ethics Education 6 (1):97-107.
    Conventional medical training offers little help to students to resolve the ethical dilemmas they face as healthcare professionals. Public awareness of the ethical behavior of medical practitioners has been growing. Aim of this study was to assess knowledge of, practice in and attitudes of healthcare ethics among medical, dental and physiotherapy postgraduate students. A cross-sectional analysis based on a questionnaire was performed at a hospital and dental institution of the medical college. The present study included 60 postgraduate students. The questionnaire (...)
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  • Engaging Tomorrow’s Doctors in Clinical Ethics: Implications for Healthcare Organisations.Laura L. Machin & Robin D. Proctor - 2020 - Health Care Analysis 29 (4):319-342.
    Clinical ethics can be viewed as a practical discipline that provides a structured approach to assist healthcare practitioners in identifying, analysing and resolving ethical issues that arise in practice. Clinical ethics can therefore promote ethically sound clinical and organisational practices and decision-making, thereby contributing to health organisation and system quality improvement. In order to develop students’ decision-making skills, as well as prepare them for practice, we decided to introduce a clinical ethics strand within an undergraduate medical curriculum. We designed a (...)
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  • A critical analysis of markers’ feedback on ethics essays and a proposal for change.Jan Deckers - 2019 - International Journal of Ethics Education 4 (2):183-192.
    This article discusses the feedback on students’ ethics essays provided by eight markers in the Faculty of Medical Sciences at Newcastle University. It highlights significant shortcomings, including failures to identify instances where students had failed to select and to conclude on ethical issues, logical errors, misunderstandings of ethical arguments made in the literature, instances of simple deference, and a lack of critical engagement with relevant literature. Markers also made a large number of linguistic errors and, on many occasions, failed to (...)
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