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  1. Teaching ethics using small-group, problem-based learning.J. W. Tysinger, L. K. Klonis, J. Z. Sadler & J. M. Wagner - 1997 - Journal of Medical Ethics 23 (5):315-318.
    Ethics is the emphasis of our first-year Introduction to Clinical Medicine-1 course. Introduction to Clinical Medicine-1 uses problem-based learning to involve groups of seven to nine students and two facilitators in realistic clinical cases. The cases emphasize ethics, but also include human behaviour, basic science, clinical medicine, and prevention learning issues. Three cases use written vignettes, while the other three cases feature standardized patients. Groups meet twice for each case. In session one, students read the case introduction, obtain data from (...)
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  • Enhancing humanistic skills: an experiential approach to learning about ethical issues in health care.B. Sofaer - 1995 - Journal of Medical Ethics 21 (1):31-34.
    An outstanding feature of the study of nursing ethics is that it raises questions concerning moral virtue, conscience, consistency and character. A considerable section of the literature is devoted to ideas of how best to teach ethics to health professionals. It has been shown that when faced with ethical dilemmas nurses tended to rely on intuition and instinct to resolve them, with little systematic analysis to help the process. Nurses who have been in practice for a number of years may (...)
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  • A randomized trial of ethics education for medical house officers.D. P. Sulmasy, G. Geller, D. M. Levine & R. R. Faden - 1993 - Journal of Medical Ethics 19 (3):157-163.
    We report the results of a randomized trial to assess the impact of an innovative ethics curriculum on the knowledge and confidence of 85 medical house officers in a university hospital programme, as well as their responses to a simulated clinical case. Twenty-five per cent of the house officers received a lecture series, 25 per cent received lectures and case conferences, with an ethicist in attendance, and 50 per cent served as controls. A post-intervention questionnaire was administered. Knowledge scores did (...)
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  • Ethics and the GMC core curriculum: a survey of resources in UK medical schools.K. W. Fulford, A. Yates & T. Hope - 1997 - Journal of Medical Ethics 23 (2):82-87.
    OBJECTIVES: To study the resources available and resources needed for ethics teaching to medical students in UK medical schools as required by the new GMC core curriculum. DESIGN: A structured questionnaire was piloted and then circulated to deans of medical schools. SETTING: All UK medical schools. RESULTS: Eighteen out of 28 schools completed the questionnaire, the remainder either indicating that their arrangements were "under review" (4) or not responding (6). Among those responding: 1) library resources, including video and information technology (...)
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  • Doctors' stories, patients' stories: a narrative approach to teaching medical ethics.B. Nicholas & G. Gillett - 1997 - Journal of Medical Ethics 23 (5):295-299.
    Many senior doctors have had little in the way of formal ethics training, but express considerable interest in extending their education in this area. This paper is the report of an initiative in continuing medical education in which doctors were introduced to narrative ethics. We review the theoretical basis of narrative ethics, and the structure of and response to the two-day workshop.
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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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