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

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  1. John Mahoney (1990). Teaching Business Ethics in the Uk, Europe, and the Usa: A Comparative Study. Athlone Press.
     
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  2.  7
    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.
    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 (...)
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  3.  13
    Gregory Pence (1995). Case Study in the Ethics of Teaching Philosophy. Teaching Philosophy 18 (2):165-166.
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  4.  1
    Randi L. Sims (2000). Teaching Business Ethics: A Case Study of an Ethics Across the Curriculum Policy. Teaching Business Ethics 4 (4):437-443.
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  5. Kearsley Stewart (2015). Teaching Corner: The Prospective Case Study. Journal of Bioethical Inquiry 12 (1):57-61.
    Over the past decade, global health has emerged as one of the fastest growing academic programs in the United States. Ethics training is cited widely as an essential feature of U.S. global health programs, but generally it is not deeply integrated into the global health teaching and training curricula. A discussion about the pedagogy of teaching global health ethics is long overdue; to date, only a few papers specifically engage with pedagogy rather than competencies or content. (...)
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  6.  4
    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 125 (3):1-17.
    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 (...)
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  7.  2
    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.
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  8.  18
    Robert Makus (1996). Response to Gregory Pence's Case Study in the Teaching of Ethics. Teaching Philosophy 19 (3):280-282.
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  9. Youngseong Choi (2014). The Study on the Moral Psychology of Cyber Space and Information Ethics Education's Teaching Strategies of J. Rest's Four Moral Components Model. Journal of Ethics 1 (94):277-325.
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  10. 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
     
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  11.  4
    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.
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  12.  14
    Ronald R. Sims (2002). Teaching Business Ethics for Effective Learning. Quorum Books.
    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 ...
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  13.  47
    Deni Elliott (2007). Ethics in the First Person: A Guide to Teaching and Learning Practical Ethics. Rowman & Littlefield Publishers.
    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.
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  14.  8
    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.
    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 (...)
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  15. Ronald R. Sims & William I. Sauser (eds.) (2011). Experiences in Teaching Business Ethics. Information Age Pub..
     
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  16. Charles Wankel (ed.) (2012). Handbook of Research on Teaching Ethics in Business and Management Education. Information Science Reference.
     
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  17. Michael J. Collins (ed.) (1983). Teaching Values and Ethics in College. Jossey-Bass.
     
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  18. Sheb L. True, Linda Ferrell & O. C. Ferrell (eds.) (2005). Fulfilling Our Obligation: Perspectives on Teaching Business Ethics. Kennesaw State University.
     
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  19. O. Ike (2011). Business Ethics as a Field of Teaching, Training and Research in West Africa. African Journal of Business Ethics 5 (2):89.
    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 (...)
     
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  20.  14
    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.
    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 (...)
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  21.  11
    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.
    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 (...)
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  22.  2
    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.
    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 (...)
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  23.  57
    David Carr (1999). Professionalism and Ethics in Teaching. Routledge.
    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. (...)
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  24.  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.
    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 (...)
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  25.  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.
    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 (...)
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  26.  10
    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.
    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 (...)
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  27.  3
    Vasco D’Agnese (2016). Facing Paradox Everyday: A Heideggerian Approach to the Ethics of Teaching. Ethics and Education 11 (2):159-174.
    In this paper, I wish to offer insight into the role of paradox in teaching. I will do so by analyzing teachers’ everyday work, taking a qualitative approach and constructing a small-scale empirical study. Philosophically, my attempt is framed by Heidegger’s thought. Drawing from research data, I argue the following: paradoxes and dilemmas are the very basis of teaching, and a teacher cannot see paradoxes and dilemmas if she/he has already made an choice of disengagement from the (...)
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  28.  51
    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.
    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 (...)
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  29.  24
    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.
    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.
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  30. David Carr (1999). Professionalism and Ethics in Teaching. Routledge.
    _Professionalism and Ethics in Teaching_ presents a thought-provoking and stimulating study of the moral dimensions of the teaching professions. After discussing the moral implications of professionalism, 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 David Carr gives a detailed analysis of a range of issues concerning the role of (...)
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  31. David Carr (2005). Professionalism and Ethics in Teaching. Routledge.
    _Professionalism and Ethics in Teaching_ presents a thought-provoking and stimulating study of the moral dimensions of the teaching professions. After discussing the moral implications of professionalism, 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 David Carr gives a detailed analysis of a range of issues concerning the role of (...)
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  32.  12
    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.
    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 (...)
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  33.  12
    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.
    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 (...)
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  34.  3
    Rafael Miñano, Ángel Uruburu, Ana Moreno-Romero & Diego Pérez-López (forthcoming). Strategies for Teaching Professional Ethics to IT Engineering Degree Students and Evaluating the Result. Science and Engineering Ethics:1-24.
    This paper presents an experience in developing professional ethics by an approach that integrates knowledge, teaching methodologies and assessment coherently. It has been implemented for students in both the Software Engineering and Computer Engineering degree programs of the Technical University of Madrid, in which professional ethics is studied as a part of a required course. Our contribution of this paper is a model for formative assessment that clarifies the learning goals, enhances the results, simplifies the scoring and (...)
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  35.  11
    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.
    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 (...)
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  36.  16
    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.
    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)
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  37.  3
    Julija Kiršienė & Charles F. Szymanski (2012). A Value-Based Approach to Teaching Legal Ethics. Jurisprudence 19 (4):1327-1342.
    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 (...)
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  38.  25
    Archie J. Bahm (1982). Teaching Ethics Without Ethics to Teach. Journal of Business Ethics 1 (1):43 - 47.
    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 (...)
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  39.  44
    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.
    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 (...)
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  40.  18
    Howard Harris (2008). Promoting Ethical Reflection in the Teaching of Business Ethics. Business Ethics 17 (4):379-390.
    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 (...)
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  41. K. Mattick (2006). Teaching and Assessing Medical Ethics: Where Are We Now? Journal of Medical Ethics 32 (3):181-185.
    Objectives: To characterise UK undergraduate medical ethics curricula and to identify opportunities and threats to teaching and learning.Design: Postal questionnaire survey of UK medical schools enquiring about teaching and assessment, including future perspectives.Participants: The lead for teaching and learning at each medical school was invited to complete a questionnaire.Results: Completed responses were received from 22/28 schools . Seventeen respondents deemed their aims for ethics teaching to be successful. Twenty felt ethics should be learnt (...)
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  42.  73
    Lisa Cassidy (2005). Teaching Kant's Ethics. Teaching Philosophy 28 (4):305-318.
    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 (...)
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  43.  1
    Brian J. Huschle (2012). Learner Outcome Attainment in Teaching Applied Ethics Versus Case Methodology. Teaching Philosophy 35 (3):243-262.
    The primary purpose of this study is to identify differences in at­tainment of learning outcomes for ethics courses delivered using two distinct teaching approaches. The first approach uses a case based method in the context of applied moral issues within medical practice. The second approach surveys moral theories in the context of applied moral issues. Significant differences are found in the attainment of learner outcomes between the two groups. In particular, attainment of outcomes related to moral decision-making (...)
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  44.  19
    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.
    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 (...)
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  45.  3
    N. Lynoe, R. Lofmark & H. O. Thulesius (2008). Teaching Medical Ethics: What is the Impact of Role Models? Some Experiences From Swedish Medical Schools. Journal of Medical Ethics 34 (4):315-316.
    The goal of the present study was to elucidate what influences medical students’ attitudes and interests in medical ethics. At the end of their first, fifth and last terms, 409 medical students from all six medical schools in Sweden participated in an attitude survey. The questions focused on the students’ experience of good and poor role models, attitudes towards medical ethics in general and perceived effects of the teaching of medical ethics. Despite a low response (...)
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  46.  20
    L. Dinç & RS Görgülü (2002). Teaching Ethics in Nursing. Nursing Ethics 9 (3):259-268.
    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 (...)
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  47.  7
    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.
    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 (...)
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  48.  9
    Michelle Greenwood (2000). The Study of Business Ethics: A Case for Dr Seuss. Business Ethics 9 (3):155–162.
    This paper provides an example of how narrative literature can be used to teach management ethics within management education. The place of narrative literature in the study of organisations generally is considered, and it is suggested that such material can provide non‐traditional cases for teaching purposes. Dr. Seuss’s The Lorax is chosen as an example of a story with which students can empathise. The ‘case’ is analysed using an ethical decision‐making framework. As part of this analysis a (...)
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  49.  1
    Niels Lynoe, R. Löfmark & H. O. Thulesius (2008). Teaching Medical Ethics: What is the Impact of Role Models? Some Experiences From Swedish Medical Schools. Journal of Medical Ethics 34 (4):315-316.
    The goal of the present study was to elucidate what influences medical students’ attitudes and interests in medical ethics. At the end of their first, fifth and last terms, 409 medical students from all six medical schools in Sweden participated in an attitude survey. The questions focused on the students’ experience of good and poor role models, attitudes towards medical ethics in general and perceived effects of the teaching of medical ethics. Despite a low response (...)
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  50.  1
    Olivia Numminen, Arie van der Arend & Helena Leino-Kilpi (2009). Nurse Educators' and Nursing Students' Perspectives On Teaching Codes of Ethics. Nursing Ethics 16 (1):69-82.
    Professional codes of ethics are regarded as elements of nurses' ethical knowledge base and consequently part of their ethics education. However, research focusing on these codes from an educational viewpoint is scarce. This study explored the need and applicability of nursing codes of ethics in modern health care, their importance in the nursing ethics curriculum, and the need for development of their teaching. A total of 183 Finnish nurse educators and 212 nursing students answered (...)
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