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  1. Content development footprints for the establishment of a National Bioethics Committee: lessons from Nigeria.Chitu Womehoma Princewill, Ayodele Samuel Jegede, Adefolarin Malomo, Francis Chukwuemeka Ezeonu, Abdulwahab Ademola Lawal, Omokhoa Adeleye & Christie Oby Onyia - 2021 - Global Bioethics 32 (1):85-99.
    Nigeria is experiencing, together with the rest of the world, consequences of relentlessly accelerating technological developments, in the contexts of relative lagging of developments in the Humanities, new discoveries in sciences and technological innovations, advances in medicine, changes in government policies and norms, rapid changes in the society, unhealthy practices in the area of food and agriculture, degradation of the environment as well as climate change. Furthermore, Nigeria as a Member State of UNESCO Bioethics is expected to have a National (...)
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  • Ethics education should make room for emotions: a qualitative study of medical ethics teaching in Indonesia and the Netherlands.Amalia Muhaimin, Maartje Hoogsteyns, Adi Utarini & Derk Ludolf Willems - 2019 - International Journal of Ethics Education 5 (1):7-21.
    Studies have shown that students may feel emotional discomfort when they are asked to identify ethical problems which they have encountered during their training. Teachers in medical ethics, however, more often focus on the cognitive and rational ethical aspects and not much on students’ emotions. The purpose of this qualitative study was to explore students’ feelings and emotions when dealing with ethical problems during their clinical training and explore differences between two countries: Indonesia and the Netherlands. We observed a total (...)
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  • Ethics education should make room for emotions: a qualitative study of medical ethics teaching in Indonesia and the Netherlands.Amalia Muhaimin, Maartje Hoogsteyns, Adi Utarini & Derk Ludolf Willems - 2019 - International Journal of Ethics Education 5 (1):7-21.
    Studies have shown that students may feel emotional discomfort when they are asked to identify ethical problems which they have encountered during their training. Teachers in medical ethics, however, more often focus on the cognitive and rational ethical aspects and not much on students’ emotions. The purpose of this qualitative study was to explore students’ feelings and emotions when dealing with ethical problems during their clinical training and explore differences between two countries: Indonesia and the Netherlands. We observed a total (...)
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  • Ethics education should make room for emotions: a qualitative study of medical ethics teaching in Indonesia and the Netherlands.Amalia Muhaimin, Maartje Hoogsteyns, Adi Utarini & Derk Ludolf Willems - 2019 - International Journal of Ethics Education 5 (1):7-21.
    Studies have shown that students may feel emotional discomfort when they are asked to identify ethical problems which they have encountered during their training. Teachers in medical ethics, however, more often focus on the cognitive and rational ethical aspects and not much on students’ emotions. The purpose of this qualitative study was to explore students’ feelings and emotions when dealing with ethical problems during their clinical training and explore differences between two countries: Indonesia and the Netherlands. We observed a total (...)
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  • Medical Ethics and Medical Professionalism in Low and Middle Income (LAMIC) Countries: Challenges and Implications.Albert M. E. Coleman - 2015 - Bangladesh Journal of Bioethics 6 (2):1-7.
    This article examines the (bio) ethical and professionalism issues that may arise in the context of medical practice in low and middle income countries (LAMIC), and the challenges this poses for medical regulatory bodies in the regions, in upholding ethics in professional practice. A quadrangle of source of the problems given rise to the breach of ethics in medical practice is identified, and suggested steps, based on ethical principles and concept, is proposed towards the resolution of the problems presented. As (...)
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