Search results for 'Ethics Study and teaching' (try it on Scholar)

998 found
Sort by:
  1. John Mahoney (1990). Teaching Business Ethics in the Uk, Europe, and the Usa: A Comparative Study. Athlone Press.score: 579.0
     
    My bibliography  
     
    Export citation  
  2. S. Parsons, P. J. Barker & A. E. Armstrong (2001). The Teaching of Health Care Ethics to Students of Nursing in the UK: A Pilot Study. Nursing Ethics 8 (1):45-56.score: 495.0
    Senior lecturers/lecturers in mental health nursing (11 in round one, nine in round two, and eight in the final round) participated in a three-round Delphi study into the teaching of health care ethics (HCE) to students of nursing. The participants were drawn from six (round one) and four (round three) UK universities. Information was gathered on the organization, methods used and content of HCE modules. Questionnaire responses were transcribed and the content analysed for patterns of interest and (...)
    Direct download (7 more)  
     
    My bibliography  
     
    Export citation  
  3. Gregory Pence (1995). Case Study in the Ethics of Teaching Philosophy. Teaching Philosophy 18 (2):165-166.score: 444.0
    Direct download (4 more)  
     
    My bibliography  
     
    Export citation  
  4. Randi L. Sims (2000). Teaching Business Ethics: A Case Study of an Ethics Across the Curriculum Policy. Teaching Business Ethics 4 (4):437-443.score: 441.0
    No categories
    Direct download  
     
    My bibliography  
     
    Export citation  
  5. Denis Collins, James Weber & Rebecca Zambrano (2013). Teaching Business Ethics Online: Perspectives on Course Design, Delivery, Student Engagement, and Assessment. [REVIEW] Journal of Business Ethics:1-17.score: 432.0
    The number of online courses in business schools is growing dramatically, but little has been published about teaching business ethics courses online. This article addresses key pedagogical design, delivery, student engagement, and assessment issues that should be considered when creating a high-quality, asynchronous online business ethics course for either undergraduate or graduate business student populations. Best practices are discussed within an integrative case study approach based on the experiences of a director of online faculty development and (...)
    Direct download (3 more)  
     
    My bibliography  
     
    Export citation  
  6. Robert Makus (1996). Response to Gregory Pence's Case Study in the Teaching of Ethics. Teaching Philosophy 19 (3):280-282.score: 414.0
    Direct download (4 more)  
     
    My bibliography  
     
    Export citation  
  7. S. Banks (2009). From Professional Ethics to Ethics in Professional Life: Implications for Learning, Teaching and Study. Ethics and Social Welfare 3 (1):55-63.score: 414.0
    Direct download (2 more)  
     
    My bibliography  
     
    Export citation  
  8. Christoph Flüeler (2008). Teaching Ethics at the University of Vienna : The Making of a Commentary at the Faculty of Arts (a Case Study). In István Pieter Bejczy (ed.), Virtue Ethics in the Middle Ages: Commentaries on Aristotle's Nicomachean Ethics, 1200 -1500. Brill.score: 414.0
     
    My bibliography  
     
    Export citation  
  9. George Clarke Cox (1913). The Case Method in the Study and Teaching of Ethics. Journal of Philosophy, Psychology and Scientific Methods 10 (13):337-347.score: 405.0
    No categories
    Direct download (2 more)  
     
    My bibliography  
     
    Export citation  
  10. Deni Elliott (2007). Ethics in the First Person: A Guide to Teaching and Learning Practical Ethics. Rowman & Littlefield Publishers.score: 390.0
    Practical ethics in context -- Teaching and learning ethics in an ethical environment -- Aspirations, activities, and assessment -- The theoretical toolkit -- Systematic case analysis -- Relativism and moral development -- A bridge across cultures.
    Direct download  
     
    My bibliography  
     
    Export citation  
  11. Ronald R. Sims (2002). Teaching Business Ethics for Effective Learning. Quorum Books.score: 390.0
    A sensible, workable approach to the teaching of business ethics, based on an understanding of how people actually learn and on the need to start with a clear ...
    Direct download  
     
    My bibliography  
     
    Export citation  
  12. Tom Børsen, Avan N. Antia & Mirjam Sophia Glessmer (2013). A Case Study of Teaching Social Responsibility to Doctoral Students in the Climate Sciences. Science and Engineering Ethics 19 (4):1491-1504.score: 360.0
    The need to make young scientists aware of their social responsibilities is widely acknowledged, although the question of how to actually do it has so far gained limited attention. A 2-day workshop entitled “Prepared for social responsibility?” attended by doctoral students from multiple disciplines in climate science, was targeted at the perceived needs of the participants and employed a format that took them through three stages of ethics education: sensitization, information and empowerment. The workshop aimed at preparing doctoral students (...)
    Direct download (3 more)  
     
    My bibliography  
     
    Export citation  
  13. Michael J. Collins (ed.) (1983). Teaching Values and Ethics in College. Jossey-Bass.score: 354.0
     
    My bibliography  
     
    Export citation  
  14. Ronald R. Sims & William I. Sauser (eds.) (2011). Experiences in Teaching Business Ethics. Information Age Pub..score: 354.0
     
    My bibliography  
     
    Export citation  
  15. Sheb L. True, Linda Ferrell & O. C. Ferrell (eds.) (2005). Fulfilling Our Obligation: Perspectives on Teaching Business Ethics. Kennesaw State University.score: 354.0
     
    My bibliography  
     
    Export citation  
  16. Charles Wankel (ed.) (2012). Handbook of Research on Teaching Ethics in Business and Management Education. Information Science Reference.score: 354.0
     
    My bibliography  
     
    Export citation  
  17. Joseph R. DesJardins & Ernest Diedrich (2003). Learning What It Really Costs: Teaching Business Ethics with Life-Cycle Case Studies. [REVIEW] Journal of Business Ethics 48 (1):33-42.score: 351.0
    Sustainability informs the framework for a seminar that we teach for junior and senior undergraduates entitled "The Ethics and Economics of Sustainable Societies." One of the class requirements has each student research and write a life-cycle case study, an exercise in which they trace the full, or partial, life-cycle of some product with which they are familiar. Students are expected to examine the economic, ethical, and ecological implications along each step in the life-cycle of the product. We believe (...)
    Direct download (7 more)  
     
    My bibliography  
     
    Export citation  
  18. Gaye Kyle (2008). Using Anonymized Reflection To Teach Ethics: A Pilot Study. Nursing Ethics 15 (1):6-16.score: 345.0
    Anonymized reflection was employed as an innovative way of teaching ethics in order to enhance students' ability in ethical decision making during a `Care of the Dying Patient and Family' module. Both qualitative and quantitative data were collected from the first two student cohorts who experienced anonymized reflection ( n = 24). The themes identified were the richness and relevance of scenarios, small-group work and a team approach to teaching. Students indicated that they preferred this style of (...)
    Direct download (7 more)  
     
    My bibliography  
     
    Export citation  
  19. Zucheng Zhou, Chiaki Nakano & Ben Nanfeng Luo (2011). Business Ethics as Field of Training, Teaching, and Research in East Asia. Journal of Business Ethics 104 (S1):19-27.score: 342.0
    While Economic and Business Ethics has already attracted increasing attention in East Asia, a comprehensive survey of Economic and Business Ethics has never been done in this region. This study investigates the current status of Economic and Business Ethics as field of teaching, training and research in the East Asia region, particularly in China, Japan, and Korea. Based on multiple approaches that include questionnaire surveys, desktop analysis, and personal observation, this article reports on the current (...)
    Direct download (6 more)  
     
    My bibliography  
     
    Export citation  
  20. Álvaro Pezoa Bissières & María Paz Riumalló Herl (2011). Survey of Teaching, Training, and Research in the Field of Economic and Business Ethics in Latin America. Journal of Business Ethics 104 (S1):43-50.score: 342.0
    The purpose of this investigation is to indicate the current status of Economic and Business Ethics (BE) in Latin America (LA) as part of a broader global study. The investigation done shows that, in general terms, LA is not much developed in the BE field. Analysing the most important findings it is possible to conclude that more topics are being studied and that activities are growing in the field of BE in LA. However, it is also clear that (...)
    Direct download (5 more)  
     
    My bibliography  
     
    Export citation  
  21. O. Ike (2011). Business Ethics as a Field of Teaching, Training and Research in West Africa. African Journal of Business Ethics 5 (2):89.score: 342.0
    Business Ethics as a field of teaching, training and research has appeared on the scene, as a panacea after several negative incidents of unethical global business practices, to offer sound principles and elucidate on the fact that the increase in corporate and individual corruption leads to a general decay of society. It is indeed in the interest of all to have a balanced society founded on business practices which are alongside other factors, ethical and therefore sustainable. This article (...)
    Direct download (5 more)  
     
    My bibliography  
     
    Export citation  
  22. Álvaro Pezoa Bissières & María Paz Riumalló Herl (2011). Survey of Teaching, Training, and Research in the Field of Economic and Business Ethics in Latin America. Journal of Business Ethics 104 (1):43 - 50.score: 342.0
    The purpose of this investigation is to indicate the current status of Economic and Business Ethics (BE) in Latin America (LA) as part of a broader global study. The investigation done shows that, in general terms, LA is not much developed in the BE field. Analysing the most important findings it is possible to conclude that more topics are being studied and that activities are growing in the field of BE in LA. However, it is also clear that (...)
    Direct download (4 more)  
     
    My bibliography  
     
    Export citation  
  23. Sarah B. Laditka & Margaret M. Houck (2006). Student-Developed Case Studies: An Experiential Approach for Teaching Ethics in Management. [REVIEW] Journal of Business Ethics 64 (2):157 - 167.score: 339.0
    To prepare for ethically challenging situations in the workplace, it is useful for students to explore their attitudes toward ethical issues and their own value systems. An experiential assignment to teach ethics in business programs is presented. This method allows instructors to incorporate a “stand alone” assignment in ethics into a course that focuses on another area in management. The assignment, student-developed case studies of ethical situations in the workplace, requires students to develop individual case studies in (...) drawing on their workplace experiences to illustrate ethical principles. The assignment requires students to describe an ethical situation they encountered in the workplace, their relevant value systems, sources of information consulted, their role in the organization, and how they resolved the ethical situation, considering how their experiences since the time of the situation might influence analogous decision making today. To assess student learning, we used thematic analysis to evaluate the content of the case studies, and descriptive statistics to analyze responses to a post-assignment survey. Based on our analysis of the content of the case studies and student responses, this appears to be an effective learning tool to actively engage students in a consideration of, and discussion about, ethical issues in management, and to learn from the experiences of others. (shrink)
    Direct download (6 more)  
     
    My bibliography  
     
    Export citation  
  24. Cecilia Martell (2006). “Not a Source but a Re-Source”: The Ethics of Reading, Teaching, and Interpreting Beyond the Boundaries. [REVIEW] Journal of Academic Ethics 4 (1-4):101-122.score: 324.0
    Critical interest in Aboriginal and other non-mainstream works challenges established notions of literariness and canonicity, spilling over into the classroom and curriculum development, where instructors of various disciplines must make decisions about what they will teach, and how and why they will teach it. The ramifications of such decisions are multifaceted and often compounded by fear, raising concerns regarding the scope and the ways in which teachers or post-secondary instructors are accountable for the ethical treatment of texts by so-called minority (...)
    Direct download (4 more)  
     
    My bibliography  
     
    Export citation  
  25. David Carr (2000). Professionalism and Ethics in Teaching. Routledge.score: 315.0
    Professionalism and Ethics in Teaching examines the ethical issues of teaching. After discussing the moral implications of professionalism, David Carr explores the relationship of education theory to teaching practice and the impact of this relationship on professional expertise. He then identifies and examines some central ethical and moral issues in education and teaching. Finally he gives a detailed analysis of a range of issues concerning the role of the teacher and the management of educational issues. (...)
    Direct download  
     
    My bibliography  
     
    Export citation  
  26. Timothy N. Atkinson (2008). Using Creative Writing Techniques to Enhance the Case Study Method in Research Integrity and Ethics Courses. Journal of Academic Ethics 6 (1):33-50.score: 312.0
    The following article explores the use of creative writing techniques to teach research ethics, breathe life into case study preparation, and train students to think of their settings as complex organizational environments with multiple actors and stakeholders.
    Direct download (4 more)  
     
    My bibliography  
     
    Export citation  
  27. Nhung T. Nguyen, M. Tom Basuray, William P. Smith, Donald Kopka & Donald McCulloh (2008). Moral Issues and Gender Differences in Ethical Judgment Using Reidenbach and Robin's (1990) Multidimensional Ethics Scale: Implications in Teaching of Business Ethics. [REVIEW] Journal of Business Ethics 77 (4):417 - 430.score: 309.0
    In this study, we examined moral issues and gender differences in ethical judgment using Reidenbach and Robin’s [Journal of Business Ethics 9 (1990) 639) multidimensional ethics scale (MES). A total of 340 undergraduate students were asked to provide ethical judgment by rating three moral issues in the MES labeled: ‚sales’, ‚auto’, and ‚retail’ using three ethics theories: moral equity, relativism, and contractualism. We found that female students’ ratings of ethical judgment were consistently higher than that of (...)
    Direct download (5 more)  
     
    My bibliography  
     
    Export citation  
  28. Vidya N. Awasthi (2008). Managerial Decision-Making on Moral Issues and the Effects of Teaching Ethics. Journal of Business Ethics 78 (1-2):207 - 223.score: 297.0
    This study uses judgment and decision-making (JDM) perspective with the help of framing and schema literature from cognitive psychology to evaluate how managers behave when problems with unethical overtones are presented to them in a managerial frame rather than an ethical frame. In the proposed managerial model, moral judgment of the situation is one of the inputs to managerial judgment, among several other inputs regarding costs and benefits of various alternatives. Managerial judgment results in managerial intent leading to managerial (...)
    Direct download (5 more)  
     
    My bibliography  
     
    Export citation  
  29. Barbara A. Ritter (2006). Can Business Ethics Be Trained? A Study of the Ethical Decision-Making Process in Business Students. Journal of Business Ethics 68 (2):153 - 164.score: 297.0
    The purpose of this paper is to examine the various guidelines presented in the literature for instituting an ethics curriculum and to empirically study their effectiveness. Three questions are addressed concerning the trainability of ethics material and the proper integration and implementation of an ethics curriculum. An empirical study then tested the effect of ethics training on moral awareness and reasoning. The sample consisted of two business classes, one exposed to additional ethics curriculum (...)
    Direct download (6 more)  
     
    My bibliography  
     
    Export citation  
  30. Johannes Brinkmann & Ann-Mari Henriksen (2008). Vocational Ethics as a Subspecialty of Business Ethics – Structuring a Research and Teaching Field. Journal of Business Ethics 81 (3):623 - 634.score: 288.0
    Vocational ethics and vocational moral socialization are important for the business ethical climate in a given country and in a given industry, but have not received attention in the literature. Our article suggests vocational ethics as a legitimate sub-specialty for business ethics research and development. The article addresses the exposure of vocational students to a combination of vocational school-based and workplace-based socialization, and outlines an agenda for teaching-oriented research and research-based teaching. More specifically, we first (...)
    Direct download (5 more)  
     
    My bibliography  
     
    Export citation  
  31. Taylor Martin, Karen Rayne, Nate J. Kemp, Jack Hart & Kenneth R. Diller (2005). Teaching for Adaptive Expertise in Biomedical Engineering Ethics. Science and Engineering Ethics 11 (2):257-276.score: 288.0
    This paper considers an approach to teaching ethics in bioengineering based on the How People Learn (HPL) framework. Curricula based on this framework have been effective in mathematics and science instruction from the kindergarten to the college levels. This framework is well suited to teaching bioengineering ethics because it helps learners develop “adaptive expertise”. Adaptive expertise refers to the ability to use knowledge and experience in a domain to learn in unanticipated situations. It differs from routine (...)
    Direct download (6 more)  
     
    My bibliography  
     
    Export citation  
  32. Archie J. Bahm (1982). Teaching Ethics Without Ethics to Teach. Journal of Business Ethics 1 (1):43 - 47.score: 286.0
    Changes in American society have brought both increased concern for solving practical problems and decreased concern for whether foundational ethical theory can be, or needs to be, understood when solving them. A systematic study of newly established institutes of applied ethics reveals that the directors of all of them claim that ethical theory, or knowledge of the ultimate bases for moral appeals inherent in human nature, is not necessary for proposing solutions. Quotations from claims of directors of five (...)
    Direct download (5 more)  
     
    My bibliography  
     
    Export citation  
  33. Andrea Frolic, Sandra Andreychuk, Wendy Seidlitz, Angela Djuric-Paulin, Barb Flaherty, Barb Jennings & Donna Peace (2013). Implementing a Clinical Ethics Needs Assessment Survey: Results of a Pilot Study (Part 2 of 2). [REVIEW] HEC Forum 25 (1):61-78.score: 279.0
    This paper details the implementation of the Clinical Ethics Needs Assessment Survey (CENAS) through a pilot study in five units within Hamilton Health Sciences. We describe how these pilot sites were selected, how we implemented the survey, the significant results and our interpretation of the findings. The primary goal of this paper is to share our experiences using this tool, specifically the challenges we encountered conducting a staff ethics needs assessment across different units in a large (...) hospital, and the facilitators to our success. We conclude with a discussion of the limitations of this study, our plans for using the results to develop a proactive ethics education strategy, and suggestions for other organizations wishing to adapt the CENAS to assess their staff ethics needs. Our secondary goal is to advance the “quality agenda” for ethics programs by demonstrating how a tool like the CENAS can be used to design more effective educational interventions, and to support strategic planning and proactive priority-setting for ethics programs. (shrink)
    Direct download (6 more)  
     
    My bibliography  
     
    Export citation  
  34. Julija Kiršienė & Charles F. Szymanski (2012). A Value-Based Approach to Teaching Legal Ethics. Jurisprudence 19 (4):1327-1342.score: 279.0
    Nowadays ethics plays a vital role in numerous professions. Due to social requirements and technical advances, changes in the accreditation rules in legal, economic, medical and engineering education have emerged in many countries, often requiring the inclusion of an ethics requirement in such professional programmes. In this work, the authors demonstrate that such changes are absolutely necessary in the legal profession in Lithuania. Specifically, the record low level of prestige of the judiciary and lawyers in the Lithuanian society (...)
    Direct download (3 more)  
     
    My bibliography  
     
    Export citation  
  35. Stephen Platten (2013). Studying Christian Ethics: The Birth of the Society for the Study of Christian Ethics and the Context Out of Which It Grew. Studies in Christian Ethics 26 (2):205-223.score: 279.0
    This article traces the history of the foundation of the Society for the Study of Christian Ethics. It glances back to the birth of the Church of England during the Reformation era and then proceeds to examine the development of Christian ethics and moral theology in the twentieth century. It places Anglican developments within the wider ecumenical context. Drawing on personal correspondence and the author’s own involvement in the Society the article is the first account of the (...)
    Direct download (6 more)  
     
    My bibliography  
     
    Export citation  
  36. Lisa Cassidy (2005). Teaching Kant's Ethics. Teaching Philosophy 28 (4):305-318.score: 270.0
    This pedagogical study analyzes and attempts to solve some difficulties of teaching Immanuel Kant’s Foundations of the Metaphysics of Morals. Even though there are obstacles to teaching Kant’s ethics, I argue that active learning techniques can overcome such obstacles. The active learning approach holds that students learn better by doing (in hands-on exercises) than just by listening (to a professor’s lectures). Twelve lesson plans are outlined in this article. The lesson plans are activities to explore and (...)
    Direct download (4 more)  
     
    My bibliography  
     
    Export citation  
  37. Howard Harris (2008). Promoting Ethical Reflection in the Teaching of Business Ethics. Business Ethics 17 (4):379-390.score: 270.0
    A case study provides the basis for consideration of the purpose of business ethics teaching, the importance of reflection and the evaluation of ethics teaching. The way in which personal reflection and an increased capacity for ethical action can be encouraged and openly identified as aims of the course is discussed. The paper considers changes in the design and delivery of the international management ethics and values course taught at the University of South Australia (...)
    Direct download (6 more)  
     
    My bibliography  
     
    Export citation  
  38. Scot Burton, Mark W. Johnston & Elizabeth J. Wilson (1991). An Experimental Assessment of Alternative Teaching Approaches for Introducing Business Ethics to Undergraduate Business Students. Journal of Business Ethics 10 (7):507 - 517.score: 270.0
    This study employs a pretest-posttest experimental design to extend recent research pertaining to the effects of teaching business ethics material. Results on a variety of perceptual and attitudinal measures are compared across three groups of students — one which discussed the ethicality of brief business situations (the business scenario discussion approach), one which was given a more philosophically oriented lecture (the philosophical lecture approach), and a third group which received no specific lecture or discussion pertaining to business (...)
    Direct download (5 more)  
     
    My bibliography  
     
    Export citation  
  39. LaRue Tone Hosmer (1999). Somebody Out There Doesn't Like Us: A Study of the Position and Respect of Business Ethics at Schools of Business Administration. Journal of Business Ethics 22 (2):91 - 106.score: 270.0
    This article is the result of a survey taken to determine the respect and position of Business Ethics as a field of study within Schools of Business Administration. 379 questionnaires were delivered to individual, not institutional, subscribers to Business Ethics Quarterly. 158 were filled out and returned, for a response rate of 41.6%. The general finding from an analysis of those responses is that many persons active in the teaching and research of Business Ethics at (...)
    Direct download (5 more)  
     
    My bibliography  
     
    Export citation  
  40. O. Numminen, H. Leino-Kilpi, A. van der Arend & J. Katajisto (2011). Comparison of Nurse Educators' and Nursing Students' Descriptions of Teaching Codes of Ethics. Nursing Ethics 18 (5):710-724.score: 270.0
    This study analysed teaching of nurses’ codes of ethics in basic nursing education in Finland. A total of 183 educators and 214 students responded to a structured questionnaire. The data was analysed by SPSS. Teaching of nurses’ codes was rather extensive. The nurse-patient relationship was highlighted. Educators assessed their teaching statistically significantly more extensive than what students’ perceptions were. The use of teaching and evaluation methods was conventional, but differences between the groups concerning the (...)
    Direct download (6 more)  
     
    My bibliography  
     
    Export citation  
  41. S. Holland (1999). Teaching Nursing Ethics by Cases: A Personal Perspective. Nursing Ethics 6 (5):434-436.score: 270.0
    This article is a reflection on the use of case study material in the teaching of ethics to nursing students. Given the main aims of a course in ethics for nurses and the limited effectiveness of formal moral theory, it seems inevitable that the mainstay of nursing ethics courses will continue to be case study material. This approach has recently been criticized on a number of grounds. The author suggests here that disquiet over (...) ethics in this way should motivate a concern not with whether, but how, teaching by cases is to be undertaken. (shrink)
    Direct download (7 more)  
     
    My bibliography  
     
    Export citation  
  42. Kathy Lund Dean, Jeri Mullins Beggs & Charles J. Fornaciari (2007). Teaching Ethics and Accreditation. Journal of Business Ethics Education 4:5-25.score: 270.0
    New standards adopted by the Association to Advance Collegiate Schools of Business International (AACSB) stress business curriculum-wide learning objectives, of which ethics is a critical part. “Knowledge and skills” in ethical responsibilities are required as part of institutionalaccreditation. An exploratory study offers insight into ethics integration, perceived comfort in teaching ethics, and methods used. The main tension presented balances calls for ethics across business curricula with the assertion that ethics instruction, in the hands (...)
    Direct download (5 more)  
     
    My bibliography  
     
    Export citation  
  43. Jonathan Ives, John Owens & Alan Cribb (2013). IEEN Workshop Report: Teaching and Learning in Interdisciplinary and Empirical Ethics. Clinical Ethics 8 (2-3):70-74.score: 270.0
    Bioethics is an interdisciplinary field that accommodates a broad range of perspectives and disciplines. This inherent diversity sets a number of challenges for both teachers and students of bioethics, notably in respect to the appropriate aims and methods of bioethics education, standards and criteria for evaluating performance and disciplinary identity. The Interdisciplinary and Empirical Ethics Network (IEEN) was established, with funding from the Wellcome Trust, to facilitate critical and constructive discussion about the ongoing development of bioethics as an evolving (...)
    Direct download (6 more)  
     
    My bibliography  
     
    Export citation  
  44. Deane-Peter Baker (2012). Making Good Better: A Proposal for Teaching Ethics at the Service Academies. Journal of Military Ethics 11 (3):208-222.score: 270.0
    Abstract This paper addresses the teaching of mandatory ethics courses in a military context, with particular reference to the Service Academies of the United States Armed Forces. In seeking to optimize the core ethics course's potential to develop Midshipmen and Cadets' moral reasoning skills I suggest a model that employs case-based scenarios, woven together into a metanarrative, in place of the traditional historical case study and in a manner that gives students deliberate, guided practice in ethical (...)
    Direct download (3 more)  
     
    My bibliography  
     
    Export citation  
  45. M. Brazier, A. Dyson, J. Harris & M. Lobjoit (1987). Teaching Medical Ethics Symposium. Medical Ethics in Manchester. Journal of Medical Ethics 13 (3):150-152.score: 270.0
    Manchester's multi-disciplinary approach to medical ethics combines established methods and new initiatives. There is a longstanding Medical Group and also, plans are evolving for the inclusion of medical ethics teaching in the undergraduate curriculum, the start of an MA in Health Care Ethics in October 1987 and the establishment of the Centre for Social Ethics and Policy to act as a focus within the university for research and study in a wider context.
    Direct download (4 more)  
     
    My bibliography  
     
    Export citation  
  46. L. Dinç & RS Görgülü (2002). Teaching Ethics in Nursing. Nursing Ethics 9 (3):259-268.score: 270.0
    Being a professional nurse requires ethical decision making and this in turn necessitates an effective learning process. The active participation of students in the teaching of ethics will contribute to this process. This study was conducted at Hacettepe University School of Nursing, Ankara, Turkey, to determine the views of students about the nursing ethics content in the curriculum, the examination system, and some educational characteristics of the teachers responsible for the course. The sample comprised 113 students (...)
    Direct download (8 more)  
     
    My bibliography  
     
    Export citation  
  47. C. Edward & P. E. Preece (1999). Shared Teaching in Health Care Ethics: A Report on the Beginning of an Idea. Nursing Ethics 6 (4):299-307.score: 270.0
    In the majority of academic institutions nursing and medical students receive a traditional education, the content of which tends to be specific to their future roles as health care professionals. In essence, each curriculum design is independent of each course. Over the last decade, however, interest has been accumulating in relation to interprofessional and multiprofessional learning at student level. With the view that learning together during their student training would not only encourage and strengthen future collaboration in practice settings but (...)
    Direct download (7 more)  
     
    My bibliography  
     
    Export citation  
  48. Chiou-Fen Lin, Meei-Shiow Lu, Chun-Chih Chung & Che-Ming Yang (2010). A Comparison of Problem-Based Learning and Conventional Teaching in Nursing Ethics Education. Nursing Ethics 17 (3):373-382.score: 270.0
    The aim of this study was to compare the learning effectiveness of peer tutored problem-based learning and conventional teaching of nursing ethics in Taiwan. The study adopted an experimental design. The peer tutored problem-based learning method was applied to an experimental group and the conventional teaching method to a control group. The study sample consisted of 142 senior nursing students who were randomly assigned to the two groups. All the students were tested for their (...)
    Direct download (4 more)  
     
    My bibliography  
     
    Export citation  
  49. S. J. Burling, J. S. Lumley, L. S. McCarthy, J. A. Mytton, J. A. Nolan, P. Sissou, D. G. Williams & L. J. Wright (1990). Review of the Teaching of Medical Ethics in London Medical Schools. [REVIEW] Journal of Medical Ethics 16 (4):206-209.score: 270.0
    The study examined the influence of the Pond Report on the teaching of medical ethics in the London medical schools. A questionnaire was given to both medical students and college officers. All medical colleges reported that ethics was included in the curriculum. However, from students' replies, it seems that attendance of optional courses is low and that not all current final year medical students have had any formal teaching in medical ethics. Stronger guidelines are (...)
    Direct download (5 more)  
     
    My bibliography  
     
    Export citation  
  50. S. Mills & D. C. Bryden (2009). A Practical Approach to Teaching Medical Ethics. Journal of Medical Ethics 36 (1):50-54.score: 270.0
    Teaching medical ethics and law has become much more prominent in medical student education, largely as a result of a 1998 consensus statement on such teaching. Ethics is commonly taught at undergraduate level using lectures and small group tutorials, but there is no recognised method for transferring this theoretical knowledge into practice and ward-based learning. This reflective article by a Sheffield university undergraduate medical student describes the value of using a student-selected component to study practical (...)
    Direct download (6 more)  
     
    My bibliography  
     
    Export citation  
1 — 50 / 998