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  1.  74
    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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  2.  88
    Recognizing Values: A Descriptive-Causal Method for Medical/Scientific Discourses.J. Z. Sadler - 1997 - Journal of Medicine and Philosophy 22 (6):541-565.
    While much discussion in bioethics, philosophy of science, and philosophy of medicine concerns the proper handling and uses of value considerations, there has been little discussion about how to identify or recognize values in medical/scientific discourse. This article presents a heuristic method for identifying values in such discourses. Values are defined as descriptions or conditions that guide human action and are praise- or blameworthy. Values manifest themselves in discourses in one or more of three dimensions: linguistic, causal, and descriptive; each (...)
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  3. Past Improbable, Future Possible: the renaissance in philosophy and psychiatry. Chapter 1 (p1-41).K. W. M. Fulford, K. J. Morris, J. Z. Sadler & G. Stanghellini - 2003 - In Bill Fulford, Katherine Morris, John Z. Sadler & Giovanni Stanghellini (eds.), Nature and Narrative: An Introduction to the New Philosophy of Psychiatry. Oxford University Press UK.
  4.  71
    On Values in Recent American Psychiatric Classification.J. Z. Sadler, Y. F. Hulgus & G. J. Agich - 1994 - Journal of Medicine and Philosophy 19 (3):261-277.
    The DSM-IV, like its predecessors, will be a major influence on American psychiatry. As a consequence, continuing analysis of its assumptions is essential. Review of the manuals as well as conceptually-oriented literature on DSM-III, DSM-III-R, and DSM-IV reveals that the authors of these classifications have paid little attention to the explicit and implicit value commitments made by the classifications. The response to DSM criticisms and controversy has often been to incorporate more scientific diversity into the classification, instead of careful inquiry (...)
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