Journal of Bioethical Inquiry 11 (2):267-268 (2014)

Andrew Crowden
University of Queensland
The art of medicine stimulates the attitude of mind which concedes that on certain issues the patient knows what is right for him or her, and the public senses what is best for it. Not because they are right, but because on these issues there is no absolute right. —Anthony MooreThe benefits of fine literature, narrative analysis, and the listening to and telling of stories in education are well known (Carson 2001; Guillemin and Gillam 2006; Hunter 1996; Moore 1978; Nussbaum 1990). Literature must not be overlooked in the planning or the delivery of health education and care. Narrative opens readers’ minds by promoting a plethora of viewpoints about stories and life. Through the facilitation of student-centred activities students can critically mull over central points of the story. In discerning meaning, conversations between students are generated around the crucial question, “Whose story is it?” Coincidentally this question drives, or ought to drive, medical integrity.Practitioners m
Keywords Bioethics  Medical ethics  Applied ethics  Professional education
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DOI 10.1007/s11673-014-9536-1
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References found in this work BETA

Narrative, Literature, and the Clinical Exercise of Practical Reason.K. M. Hunter - 1996 - Journal of Medicine and Philosophy 21 (3):303-320.
That's Another Story: Narrative Methods and Ethical Practice.A. M. Carson - 2001 - Journal of Medical Ethics 27 (3):198-202.
The Missing Medical Text: Humane Patient Care.Anthony R. Moore - 1978 - International Scholarly Book Service.

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