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  1. Forschendes Lernen in der Empirischen Medizinethik.Joschka Haltaufderheide & Katja Kühlmeyer - 2022 - Ethik in der Medizin 34 (3):339-360.
    Der Erwerb von Fach- und Forschungskompetenzen kann im besonderen Maße in Lehrveranstaltungen gefördert werden, die Studierende mit der Bewältigung komplexer Probleme konfrontieren. In diesem Artikel stellen wir didaktische Überlegungen zum Forschenden Lernen in der Empirischen Medizinethik dar. Ausgehend von der Theorie des Pragmatismus zeigen wir auf, wie Forschendes Lernen in Lehrangeboten verwirklicht und für die Förderung medizinethischer Kompetenzen genutzt werden kann. Wir fokussieren dabei auf Lehr- und Lernprojekte, in denen die selbstorganisierte Durchführung empirisch-ethischer Forschung für Studierende prozesshaft erfahrbar gemacht werden (...)
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  • Research-based learning through self-organized inquiry in empirical medical ethics.Joschka Haltaufderheide & Katja Kühlmeyer - 2022 - Ethik in der Medizin 34 (3):339-360.
    Definition of the problem The acquisition of technical and research skills can be promoted in particular in courses that confront students with complex problems. In this article, we present didactic reflections on learning through self-organized inquiry in empirical medical ethics. Arguments Based on the theory of pragmatism, we show how a specific form of research-based learning courses can be realized to promote medical ethical skills. We focus on projects in which students can experience the process of conducting empirical–ethical research. Conclusion (...)
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  • An interprofessional cohort analysis of student interest in medical ethics education: a survey-based quantitative study.Mikalyn T. DeFoor, Yunmi Chung, Julie K. Zadinsky, Jeffrey Dowling & Richard W. Sams - 2020 - BMC Medical Ethics 21 (1):1-9.
    Background There is continued need for enhanced medical ethics education across the United States. In an effort to guide medical ethics education reform, we report the first interprofessional survey of a cohort of graduate medical, nursing and allied health professional students that examined perceived student need for more formalized medical ethics education and assessed preferences for teaching methods in a graduate level medical ethics curriculum. Methods In January 2018, following the successful implementation of a peer-led, grassroots medical ethics curriculum, student (...)
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  • Ethics education to support ethical competence learning in healthcare: an integrative systematic review.Anders Bremer, Mats Holmberg, Andreas Rantala, Catharina Frank, Anders Svensson & Henrik Andersson - 2022 - BMC Medical Ethics 23 (1):1-26.
    BackgroundEthical problems in everyday healthcare work emerge for many reasons and constitute threats to ethical values. If these threats are not managed appropriately, there is a risk that the patient may be inflicted with moral harm or injury, while healthcare professionals are at risk of feeling moral distress. Therefore, it is essential to support the learning and development of ethical competencies among healthcare professionals and students. The aim of this study was to explore the available literature regarding ethics education that (...)
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