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  1. Broadening Education in Bioethics.Henk ten Have & Bert Gordijn - 2012 - Medicine, Health Care and Philosophy 15 (2):99-101.
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  • Does Teaching Medical Ethics Ensure Good Knowledge, Attitude, and Reported Practice? An Ethical Vignette-Based Cross-Sectional Survey Among Doctors in a Tertiary Teaching Hospital in Nepal.Suchita Joshi, Sajan Acharya, Shuvechchha Karki, Jasmin Joshi, Ashma Shrestha & Carmina Shrestha - 2021 - BMC Medical Ethics 22 (1):1-16.
    BackgroundImportance of awareness of medical ethics and its integration into medical curriculum has been frequently highlighted. Study 1 aimed to assess the knowledge, attitude, and reported practices of medical ethics among clinicians at Patan Academy of Health Sciences, a tertiary care teaching hospital in Nepal. Study 2 was conducted to assess whether there was a difference in knowledge, attitude, and reported practices of medical ethics among doctors who received formal medical ethics education during undergraduate studies and those who did not.MethodsTwo (...)
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  • Medical Students’ Exposure to Ethics Conflicts in Clinical Training: Implications for Timing UME Bioethics Education.S. D. Stites, S. Rodriguez, C. Dudley & A. Fiester - 2020 - HEC Forum 32 (2):85-97.
    While there is significant consensus that undergraduate medical education should include bioethics training, there is widespread debate about how to teach bioethics to medical students. Educators disagree about course methods and approaches, the topics that should be covered, and the effectiveness and metrics for UME ethics training. One issue that has received scant attention is the timing of bioethics education during medical training. The existing literature suggests that most medical ethics education occurs in the pre-clinical years. Follow-up studies indicate that (...)
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  • Embedding Ethics Education in Clinical Clerkships by Identifying Clinical Ethics Competencies: The Vanderbilt Experience.Alexander Langerman, William B. Cutrer, Elizabeth Ann Yakes & Keith G. Meador - 2020 - HEC Forum 32 (2):163-174.
    The clinical clerkships in medical school are the first formal opportunity for trainees to apply bioethics concepts to clinical encounters. These clerkships are also typically trainees’ first sustained exposure to the “reality” of working in clinical teams and the full force of the challenges and ethical tensions of clinical care. We have developed a specialized, embedded ethics curriculum for Vanderbilt University medical students during their second year to address the unique experience of trainees’ first exposure to clinical care. Our embedded (...)
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  • Teaching Health Law.Marshall B. Kapp - 2010 - Journal of Law, Medicine and Ethics 38 (4):863-870.
    Thirty years ago when I, an attorney, took a tenure-track faculty position at an innovative, newly opened medical school, I was an oddity — truly, a stranger in a strange land. Today it is not uncommon for American medical schools to employ an attorney as a tenured or tenure-track member of its faculty. Over these last three decades, the educational roles and responsibilities of health law faculty who teach in law schools have become increasingly well defined, with numerous health law (...)
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  • Teaching Health Law.Marshall B. Kapp - 2010 - Journal of Law, Medicine and Ethics 38 (4):863-870.
    Thirty years ago when I, an attorney, took a tenure-track faculty position at an innovative, newly opened medical school, I was an oddity — truly, a stranger in a strange land. Today it is not uncommon for American medical schools to employ an attorney as a tenured or tenure-track member of its faculty. Over these last three decades, the educational roles and responsibilities of health law faculty who teach in law schools have become increasingly well defined, with numerous health law (...)
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  • “Save or Create”: The Practical Asymmetry of Judgment Training in Decision Making in Neonatology–When Basic Desires Clash With Preparation to Act.Michael R. Gomez - 2017 - American Journal of Bioethics 17 (8):31-33.
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  • The Medium is Not the Message.Howard Trachtman - 2008 - American Journal of Bioethics 8 (12):9 – 11.
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  • Television Viewing and Ethical Reasoning: Why Watching Scrubs Does a Better Job Than Most Bioethics Classes.Jeffrey Spike - 2008 - American Journal of Bioethics 8 (12):11 – 13.
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  • CQ Sources/Bibliography.Bette Anton - 2010 - Cambridge Quarterly of Healthcare Ethics 19 (4):527-529.
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  • Biocep.Jennifer Miller & John D. Loike - 2012 - Cambridge Quarterly of Healthcare Ethics 21 (3):409-416.
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  • Moving Beyond the Theoretical: Medical Students’ Desire for Practical, Role-Specific Ethics Training.Shana D. Stites, Justin Clapp, Stefanie Gallagher & Autumn Fiester - 2018 - Ajob Empirical Bioethics 9 (3):154-163.
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  • The Relationship of Ethics Education to Moral Sensitivity and Moral Reasoning Skills of Nursing Students.M. Park, D. Kjervik, J. Crandell & M. H. Oermann - 2012 - Nursing Ethics 19 (4):568-580.
    This study described the relationships between academic class and student moral sensitivity and reasoning and between curriculum design components for ethics education and student moral sensitivity and reasoning. The data were collected from freshman (n = 506) and senior students (n = 440) in eight baccalaureate nursing programs in South Korea by survey; the survey consisted of the Korean Moral Sensitivity Questionnaire and the Korean Defining Issues Test. The results showed that moral sensitivity scores in patient-oriented care and conflict were (...)
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