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  1. Clinical education of ethicists: the role of a clinical ethics fellowship.Paula Chidwick, Karen Faith, Dianne Godkin & Laurie Hardingham - 2004 - BMC Medical Ethics 5 (1):1-8.
    Although clinical ethicists are becoming more prevalent in healthcare settings, their required training and education have not been clearly delineated. Most agree that training and education are important, but their nature and delivery remain topics of debate. One option is through completion of a clinical ethics fellowship. In this paper, the first four fellows to complete a newly developed fellowship program discuss their experiences. They describe the goals, structure, participants and activities of the fellowship. They identify key elements for succeeding (...)
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  • Declaration of Helsinki. Ethical Principles for Medical Research Involving Human Subjects.World Medical Association - 2009 - Jahrbuch für Wissenschaft Und Ethik 14 (1):233-238.
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  • Outcome of a research ethics training workshop among clinicians and scientists in a Nigerian university.Ademola J. Ajuwon & Nancy Kass - 2008 - BMC Medical Ethics 9 (1):1.
    In Nigeria, as in other developing countries, access to training in research ethics is limited, due to weak social, economic, and health infrastructure. The project described in this article was designed to develop the capacity of academic staff of the College of Medicine, University of Ibadan, Nigeria to conduct ethically acceptable research involving human participants.
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  • Development of a research ethics knowledge and analytical skills assessment tool.Holly A. Taylor, Nancy E. Kass, Joseph Ali, Stephen Sisson, Amanda Bertram & Anant Bhan - 2012 - Journal of Medical Ethics 38 (4):236-242.
    Introduction The goal of this project was to develop and validate a new tool to evaluate learners' knowledge and skills related to research ethics. Methods A core set of 50 questions from existing computer-based online teaching modules were identified, refined and supplemented to create a set of 74 multiple-choice, true/false and short answer questions. The questions were pilot-tested and item discrimination was calculated for each question. Poorly performing items were eliminated or refined. Two comparable assessment tools were created. These assessment (...)
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  • Use and abuse of the internet for teaching research ethics: Commentary on “Misconceptions and realities about teaching online”.Michael Kalichman - 2005 - Science and Engineering Ethics 11 (3):341-345.
  • Does ethics education influence the moral action of practicing nurses and social workers?Christine Grady, Marion Danis, Karen L. Soeken, Patricia O'Donnell, Carol Taylor, Adrienne Farrar & Connie M. Ulrich - 2008 - American Journal of Bioethics 8 (4):4 – 11.
    Purpose/methods: This study investigated the relationship between ethics education and training, and the use and usefulness of ethics resources, confidence in moral decisions, and moral action/activism through a survey of practicing nurses and social workers from four United States (US) census regions. Findings: The sample (n = 1215) was primarily Caucasian (83%), female (85%), well educated (57% with a master's degree). no ethics education at all was reported by 14% of study participants (8% of social workers had no ethics education, (...)
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