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  1. Students' opinions on the medical ethics course in the medical school curriculum.N. Zurak, D. Derezic & G. Pavlekovic - 1999 - Journal of Medical Ethics 25 (1):61-62.
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  • Teaching Medical Law in Medical Education.Rebecca S. Y. Wong & Usharani Balasingam - 2013 - Journal of Academic Ethics 11 (2):121-138.
    Although the teaching of medical ethics and law in medical education is an old story that has been told many times in medical literature, recent studies show that medical students and physicians lack confidence when faced with ethical dilemmas and medico-legal issues. The adverse events rates and medical lawsuits are on the rise whereas many medical errors are mostly due to negligence or malpractices which are preventable. While it is true that many medical schools teach their students medical law and (...)
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  • Structuring Bioethics Education: The Question, the Disciplines, and the Integrative Challenge.Julian Willard - 2015 - Ethics and Social Welfare 9 (3):280-296.
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  • Imperialism, research ethics and global health.D. L. Werner - 1999 - Journal of Medical Ethics 25 (1):62-62.
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  • Medical ethics education in Australian and New Zealand (ANZ) medical schools: a mixed methods study to review how medical ethics is taught in ANZ medical programs.Adrienne Torda & Jack George Mangos - 2020 - International Journal of Ethics Education 5 (2):211-224.
    The objective of this study was to review the design and delivery of medical ethics education within medical programs across Australia and New Zealand, how current teaching has been informed by the proposed core curriculum published in 2001 by the ATEAM and how it could look moving forward. We conducted a mixed methods study using an online questionnaire consisting of 51 items. This included both binary and open-ended questions to categorise and explore similarities and differences in medical ethics curricula in (...)
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  • Teaching and learning medical ethics and law in UK medical schools.Gordon M. Stirrat - 2010 - Clinical Ethics 5 (3):156-158.
    Teaching and learning of medical ethics and law are at the heart of medical education because they are integral to all clinical encounters and public health interventions, and a foundation in medical ethics and law is essential for students to become virtuous doctors. The first model curriculum for medical ethics and law within medical education in the UK, published in 1998, has recently been reviewed and updated. Now called a core content of learning, it emphasizes that teaching and learning of (...)
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  • Reflections on learning and teaching medical ethics in UK medical schools.Gordon M. Stirrat - 2015 - Journal of Medical Ethics 41 (1):8-11.
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  • Educating about biomedical research ethics.Bratislav Stankovic & Mirjana Stankovic - 2014 - Medicine, Health Care and Philosophy 17 (4):541-548.
    This article examines the global and worsening problem of research misconduct as it relates to bio-medico-legal education. While research misconduct has serious legal implications, few adequate legal remedies exist to deal with it. With respect to teaching, research ethics education should be mandatory for biomedical students and physicians. Although teaching alone will not prevent misconduct, it promotes integrity, accountability, and responsibility in research. Policies and law enforcement should send a clear message that researchers should adhere to the highest standards of (...)
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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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  • Death’s moral sting.David Seedhouse - 1998 - Health Care Analysis 6 (4):273-276.
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  • "Aufklärung im ärztlichen Alltag": Ein Lehrmodul zur integrierten Bearbeitung medizinethischer und -historischer Aspekte im neuen Querschnittsbereich GTE.Jan Schildmann, Florian Steger & Jochen Vollmann - 2007 - Ethik in der Medizin 19 (3):187-199.
    Historische, theoretische und ethische Aspekte der Medizin sind Lehrinhalte des medizinischen Ausbildungscurriculums, die in dem neu eingeführten Querschnittsbereich 2 "Geschichte, Theorie, Ethik der Medizin" (GTE) vermittelt werden sollen. Gegenstand dieser Arbeit ist die Darstellung von Unterrichtskonzept und Evaluationsergebnissen eines medizinhistorische und -ethische Inhalte intergrierenden Lehrmoduls zum Thema der Aufklärung und Einwilligung in Klinik und medizinischer Forschung. Die integrierte Vermittlung medizinethischer und -historischer Inhalte wurde von den Studierenden positiv bewertet. Die von den Kursteilnehmenden im Rahmen der Evaluation gezeigten Kenntnisse sowie die (...)
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  • Informed consent” – an integrated teaching module on ethical and historical aspects for the new subject “history, theory, ethics of medicine.Jan Schildmann, Florian Steger & Jochen Vollmann - 2007 - Ethik in der Medizin 19 (3):187-199.
    ZusammenfassungHistorische, theoretische und ethische Aspekte der Medizin sind Lehrinhalte des medizinischen Ausbildungscurriculums, die in dem neu eingeführten Querschnittsbereich 2 "Geschichte, Theorie, Ethik der Medizin" vermittelt werden sollen. Gegenstand dieser Arbeit ist die Darstellung von Unterrichtskonzept und Evaluationsergebnissen eines medizinhistorische und -ethische Inhalte intergrierenden Lehrmoduls zum Thema der Aufklärung und Einwilligung in Klinik und medizinischer Forschung. Die integrierte Vermittlung medizinethischer und -historischer Inhalte wurde von den Studierenden positiv bewertet. Die von den Kursteilnehmenden im Rahmen der Evaluation gezeigten Kenntnisse sowie die Selbsteinschätzung (...)
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  • Evaluating ethics competence in medical education.J. Savulescu, R. Crisp, K. W. Fulford & T. Hope - 1999 - Journal of Medical Ethics 25 (5):367-374.
    We critically evaluate the ways in which competence in medical ethics has been evaluated. We report the initial stage in the development of a relevant, reliable and valid instrument to evaluate core critical thinking skills in medical ethics. This instrument can be used to evaluate the impact of medical ethics education programmes and to assess whether medical students have achieved a satisfactory level of performance of core skills and knowledge in medical ethics, within and across institutions.
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  • Moral Problems in Medicine: A Practical Coursebook: Michael Palmer, Cambridge, Lutterworth Press, 1999, 190 pages, pound14.15 (sc). [REVIEW]Michael Parker - 2000 - Journal of Medical Ethics 26 (6):481-1.
    Moral Problems in Medicine is based on Michael Palmer's earlier, well-received, book, Moral Problems. The new book retains much of the structure of the earlier volume and the majority of its philosophical component. But whereas the earlier text was a course in applied philosophy covering such topics as warfare, crime and punishment and civil disobedience in addition to topics in medical ethics such as abortion and euthanasia, Moral Problems in Medicine focuses entirely on medicine. The text is primarily intended to (...)
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  • Ethics teaching on 'Beginning of Life' issues in UK medical schools.Christopher Oldroyd & Lydie Fialova - 2014 - Journal of Medical Ethics 40 (12):849-853.
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  • Ethics Education in Research Involving Human Beings in Undergraduate Medicine Curriculum in Brazil.Maria Rita Garbi Novaes, Dirce Guilhem, Elena Barragan & Stewart Mennin - 2012 - Developing World Bioethics 13 (3):163-168.
    Introduction The Brazilian national curriculum guidelines for undergraduate medicine courses inspired and influenced the groundwork for knowledge acquisition, skills development and the perception of ethical values in the context of professional conduct. Objective The evaluation of ethics education in research involving human beings in undergraduate medicine curriculum in Brazil, both in courses with active learning processes and in those with traditional lecture learning methodologies. Methods Curricula and teaching projects of 175 Brazilian medical schools were analyzed using a retrospective historical and (...)
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  • An international survey of medical ethics curricula in Asia.M. Miyasaka, A. Akabayashi, I. Kai & G. Ohi - 1999 - Journal of Medical Ethics 25 (6):514-521.
    SETTING: Medical ethics education has become common, and the integrated ethics curriculum has been recommended in Western countries. It should be questioned whether there is one, universal method of teaching ethics applicable worldwide to medical schools, especially those in non-Western developing countries. OBJECTIVE: To characterise the medical ethics curricula at Asian medical schools. DESIGN: Mailed survey of 206 medical schools in China, Hong Kong, Taiwan, Korea, Mongolia, Philippines, Thailand, Malaysia, Singapore, Indonesia, Sri Lanka, Australia and New Zealand. PARTICIPANTS: A total (...)
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  • Combating junior doctors' "4am logic": a challenge for medical ethics education.R. McDougall - 2009 - Journal of Medical Ethics 35 (3):203-206.
    Undergraduate medical ethics education currently focuses on ethical concepts and reasoning. This paper uses an intern’s story of an ethically challenging situation to argue that this emphasis is problematic in terms of ensuring students’ ethical practice as junior doctors. The story suggests that it is aligning their actions with the values that they reflectively embrace that can present difficulties for junior doctors working in the pressures of the hospital environment, rather than reasoning to an ethically appropriate action. I argue that (...)
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  • Learning the law: practical proposals for UK medical education.J. K. Margetts - 2016 - Journal of Medical Ethics 42 (2):138-140.
    Ongoing serious breaches in medical professionalism can only be avoided if UK doctors rethink their approach to law. UK medical education has a role in creating a climate of change by re-examining how law is taught to medical students. Adopting a more insightful approach in the UK to the impact of The Human Rights Act and learning to manipulate legal concepts, such as conflict of interest, need to be taught to medical students now if UK doctors are to manage complex (...)
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  • First Year Medical Students’ Perceptions Towards Integration of Medical Law in the Medical Curriculum: a Pilot Study.Shuh Shing Lee, Arumugam Kulenthran & Joong Hiong Sim - 2016 - Journal of Academic Ethics 14 (2):169-173.
    Medical law is not new in medical literature and can constitute an imperative component in medical education. Some medical schools include medical law as a compulsory component of the curriculum. In line with curriculum re-structuring at the University of Malaya, medical law was integrated in the medical curriculum and the feasibility of this integration into the Year 1 undergraduate curriculum was evaluated. Following implementation of a 4-week medical law module, an evaluation of the suitability of early integration of this module (...)
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  • Harnessing the LMG legacy: the IME's vision for the future.Wing May Kong & Bryan Vernon - 2013 - Journal of Medical Ethics 39 (11):669-671.
    London Medical Group was founded in 1963. It was student-led, spawned Medical Groups in almost every UK medical school and met a need for non-partisan debate and dialogue in medical ethics. It became a victim of its own success as the Institute of Medical Ethics published the Pond Report in 1987, which recommended that medical ethics be incorporated into the undergraduate curriculum. Medical schools began to teach medical ethics and the General Medical Council demanded this in 1993's Tomorrow's Doctors. The (...)
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  • Whose information is it anyway? Informing a 12-year-old patient of her terminal prognosis.J. Goldie - 2005 - Journal of Medical Ethics 31 (7):427-434.
    Objective: To examine students’ attitudes and potential behaviour towards informing a 12-year-old patient of her terminal prognosis in a situation in which her parents do not wish her to be told, as they pass through a modern medical curriculum.Design: A cohort study of students entering Glasgow University’s new medical curriculum in October 1996.Methods: Students’ responses obtained before year 1 and at the end of years 1, 3, and 5 to the “childhood leukaemia” vignette of the Ethics in Health Care Survey (...)
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  • Experience of Ethics Training and Support for Health Care Professionals in International Aid Work.M. R. Hunt, L. Schwartz & L. Elit - 2012 - Public Health Ethics 5 (1):91-99.
    Health care professionals who travel from their home countries to participate in humanitarian assistance or development work experience distinctive ethical challenges in providing care and services to populations affected by war, disaster or deprivation. Limited information is available about organizational practices related to preparation and support for health professionals working with non-governmental organizations. In this article, we present one component of the results of a qualitative study conducted with 20 Canadian health care professionals who participated in international aid work. The (...)
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  • Ethics and law for medical students: the core curriculum.T. Hope - 1998 - Journal of Medical Ethics 24 (3):147-148.
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  • Master Programme “Health, Human Rights and Ethics”: A Curriculum Development Experience at Andrija Štampar School of Public Health, Medical School, University of Zagreb.Henk Ten Have, Ana Borovečki & Stjepan Orešković - 2005 - Medicine, Health Care and Philosophy 8 (3):371-376.
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  • Medical ethics and law: assessing the core curriculum.A. Fenwick, C. Johnston, R. Knight, G. Testa, A. Tillyard & G. Stirrat - 2014 - Journal of Medical Ethics 40 (10):719-720.
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  • A “core curriculum” for the medical humanities?H. M. Evans & R. J. Macnaughton - 2006 - Medical Humanities 32 (2):65-66.
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  • Exploring the Design, Delivery and Content of a ‘Bioethics for the Biosciences’ Module: An Empirical Study.Merryn Elizabeth Ekberg - 2016 - Journal of Academic Ethics 14 (2):103-114.
    With rapid advances in the biosciences, bioethics has become an important, if not vital part of a comprehensive bioscience education. Students who successfully complete a course in bioethics will be better equipped for writing manuscripts for publication, preparing research proposals for funding bodies and completing applications for research ethics committees. Given the importance of both grant writing and successful publication in a bioscience career, bioscience students who do not receive training in bioethics will be disadvantaged. Graduates who move into careers (...)
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  • A survey and critical analysis of the teaching of medical ethics in UK medical schools.Jan Deckers - 2023 - International Journal of Ethics Education 8 (1):177-194.
    This article surveys and analyses the reflections on medical ethics teaching by colleagues teaching in United Kingdom (UK) medical schools in the early 2020s. Participants were recruited mainly by using the worldwide web to identify 64 people from 41 UK medical schools who were thought to contribute to teaching medical ethics based on their internet profiles. Twenty-three people responded. The survey data reveals that many staff are happy with the provision of medical ethics teaching, but also that some are concerned (...)
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  • Teaching Law in Medical Schools: First, Reflect.Amy T. Campbell - 2012 - Journal of Law, Medicine and Ethics 40 (2):301-310.
    Law is now routinely included in the medical school curriculum, often incorporated into bioethics and/or practice of medicine coursework. There seems to lack, however, a systematic understanding of what works in terms of getting across an effective depth and breadth of legal knowledge for medical students — or what such would even look like. Moreover, and more critically, while some literature addresses these what, when, how, and who questions, a more fundamental question is left unanswered: why teach law in medical (...)
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  • Teaching Law in Medical Schools: First, Reflect.Amy T. Campbell - 2012 - Journal of Law, Medicine and Ethics 40 (2):301-310.
    [T]each the law to empower physicians individually and collectively to use the law and law colleagues to serve patients and promote public welfare; in short to better foster the goals of the medical profession.And yet:[A]ntipathy appears to be deeper and more pervasive than ever before, making it hard to imagine that relations between attorneys and physicians can get much worse.It has long been recognized that an understanding of at least some core legal rules and concepts is an important piece of (...)
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  • The formative years: medical ethics comes of age.Alastair V. Campbell - 2015 - Journal of Medical Ethics 41 (1):5-7.
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  • Helping doctors become better doctors: Mary Lobjoit—an unsung heroine of medical ethics in the UK.Margaret R. Brazier, Raanan Gillon & John Harris - 2012 - Journal of Medical Ethics 38 (6):383-385.
    Medical Ethics has many unsung heros and heroines. Here we celebrate one of these and on telling part of her story hope to place modern medical ethics and bioethics in the UK more centrally within its historical and human contex.
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  • What is it to do good medical ethics? Minding the gap(s).Deborah Bowman - 2015 - Journal of Medical Ethics 41 (1):60-63.
    This paper discusses the character of medical ethics and suggests that there are significant gaps that warrant greater attention. It describes ways in which the content and form of medical ethics may exclude or marginalise perspectives and contributions, thereby reducing its influence and its potential impact on, and value to, patients, students, carers and society. To consider what it is ‘to do good medical ethics’ suggests an active approach that seeks out, and learns from, contributions beyond the traditional boundaries of (...)
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  • Lehrziele "Medizinethik im Medizinstudium".Claudia Wiesemann, Andreas Frewer, Gerald Neitzke & Nikola Biller-Andorno - 2003 - Ethik in der Medizin 15 (2):117-121.
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