A methodology for teaching ethics in the clinical setting: A clinical handbook for medical ethics
Theoretical Medicine and Bioethics 15 (1) (1994)
| Abstract | The pluralism of methodologies and severe time constraints pose important challenges to pedagogy in clinical ethics. We designed a step-by-step student handbook to operate within such constraints and to respect the methodological pluralism of bioethics and clinical ethics. The handbook comprises six steps: Step 1: What are the facts of the case?; Step 2: What are your obligations to your patient?; Step 3: What are your obligations to third parties to your relationship with the patient?; Step 4: Do your obligations converge or conflict?; Step 5: What is the strongest objection that could be made to the identification of convergence in step 4 or the arguments in step 4? How can this objection be effectively countered?; and Step 6: How could the ethical conflict, or perceived ethical conflict, have been prevented? | |||||||||
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Jacqueline J. Glover, David T. Ozar & David C. Thomasma (1986). Teaching Ethics on Rounds: The Ethicist as Teacher, Consultant, and Decision-Maker. Theoretical Medicine and Bioethics 7 (1).
Stephen L. Daniel (1994). Hermeneutical Clinical Ethics: A Commentary. Theoretical Medicine and Bioethics 15 (2).
William A. Silverman (1985). Human Experimentation: A Guided Step Into the Unknown. Oxford University Press.
Peter Singer, Edmund Pellegrino & Mark Siegler (2001). Clinical Ethics Revisited. BMC Medical Ethics 2 (1):1-8.
David C. Thomasma (1994). Clinical Ethics as Medical Hermeneutics. Theoretical Medicine and Bioethics 15 (2).
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George J. Agich (2005). What Kind of Doing is Clinical Ethics? Theoretical Medicine and Bioethics 26 (1):7-24.
John Puma & David L. Schiedermayer (1991). The Clinical Ethicist at the Bedside. Theoretical Medicine and Bioethics 12 (2).
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