Results for 'Bioethics Education'

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  1. Eubios Ethics Institute.Olympic Truce Ypa, Bioethics Education & Bioethics Dictionary - forthcoming - Environmental Ethics.
     
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  2.  50
    Bioethics education in clinical settings: theory and practice of the dilemma method of moral case deliberation.Margreet Stolper, Bert Molewijk & Guy Widdershoven - 2016 - BMC Medical Ethics 17 (1):45.
    BackgroundMoral Case Deliberation is a specific form of bioethics education fostering professionals’ moral competence in order to deal with their moral questions. So far, few studies focus in detail on Moral Case Deliberation methodologies and their didactic principles. The dilemma method is a structured and frequently used method in Moral Case Deliberation that stimulates methodological reflection and reasoning through a systematic dialogue on an ethical issue experienced in practice.MethodsIn this paper we present a case-study of a Moral Case (...)
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  3.  7
    Bioethics Education in a Global Perspective: Challenges in global bioethics.Henk A. M. J. ten Have (ed.) - 2015 - Dordrecht: Imprint: Springer.
    This book critically analyses experiences with bioethics education in various countries across the world and identifies common challenges and interests. It presents ethics teaching experiences in nine different countries and the basic question of the goals of bioethics education. It addresses bioethics education in resource-poor countries, as the conditions and facilities are widely different, and set limits and provide challenges to bioethics educators. Further, the question of how bioethics education can be (...)
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  4.  26
    Bioethics Education.Barbara C. Thornton, Daniel Callahan & James Lindemann Nelson - 1993 - Hastings Center Report 23 (1):25-29.
    Bioethics education now takes place outside universities as well as within them. How should clinicians, ethics committee members, and policymakers be taught the ethics they need, and how may their progress best be evaluated?
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  5.  26
    Bioethics Education Expanding the Circle of Participants.Barbara C. Thornton, Daniel Callahan & James Lindemann Nelson - 1993 - Hastings Center Report 23 (1):25.
    Bioethics education now takes place outside universities as well as within them. How should clinicians, ethics committee members, and policymakers be taught the ethics they need, and how may their progress best be evaluated?
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  6. Bioethics education – Its goals and different target groups (Presenting problems of bioethics at textual seminars).Katarína Komenská - 2012 - Ethics and Bioethics (in Central Europe) 2 (1-2):28-38.
    Due to the interdisciplinary nature of bioethics, there are many ways of how its problems can be presented and introduced to students. Which method is used by a teacher depends on the student group; their age, previous bioethical knowledge, the overall aim of their studies. The aim of this article is to emphasize the necessity of the different content of bioethical modules for students of medical sciences and students of ethics. Future physicians and nurses are supposed to learn what (...)
     
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  7.  52
    Bioethics education for practicing nurses in Taiwan: Confucian-western clash.Wan-Ping Yang, Ching-Huey Chen, Co-Shi Chantal Chao & Wei-Shu Lai - 2010 - Nursing Ethics 17 (4):511-521.
    To understand the gaps between current bioethics education and the requirements of practicing nurses, a semistructured questionnaire was used to invite the directors of nursing departments at all 82 teaching hospitals in Taiwan to participate in this survey. The response rate was 64.6%. Through content analysis we obtained information about previous bioethical training, required themes and content, recommended teaching strategies, and difficulties with education and its application. The results suggest that Taiwanese nursing personnel need to be instilled (...)
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  8.  54
    Bioethics education of nursing curriculum in Korea: A national study.Kwisoon Choe, Youngmi Kang & Woon-Yong Lee - 2013 - Nursing Ethics 20 (4):0969733012466003.
    The aim of this study is to examine the current profile of bioethics education in the nursing curriculum as perceived by nursing students and faculty in Korea. A convenience sampling method was used for recruiting 1223 undergraduate nursing students and 140 nursing faculty in Korea. Experience of Bioethics Education, Quality of Bioethics Education, and Demand for Bioethics Education Scales were developed. The Experience of Bioethics Education Scale showed that the nursing (...)
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  9.  50
    Bioethics Education and Nonideal Theory.Nabina Liebow & Kelso Cratsley - 2021 - In Elizabeth Victor & Laura K. Guidry-Grimes (eds.), Applying Nonideal Theory to Bioethics: Living and Dying in a Nonideal World. New York: Springer. pp. 119-142.
    Bioethics has increasingly become a standard part of medical school education and the training of healthcare professionals more generally. This is a promising development, as it has the potential to help future practitioners become more attentive to moral concerns and, perhaps, better moral reasoners. At the same time, there is growing recognition within bioethics that nonideal theory can play an important role in formulating normative recommendations. In this chapter we discuss what this shift toward nonideal theory means (...)
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  10. Universal Declaration on Bioethics and Human Rights.United Nations Educational, Scientific & Cultural Organization - 2006 - Jahrbuch für Wissenschaft Und Ethik 11 (1).
     
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  11.  18
    Reframing Bioethics Education for Non-Professionals.Nathan Emmerich - 2014 - The New Bioethics 20 (2):186-198.
    It is increasingly common for universities to provide cross-curricular education in bioethics as part of contemporary attempts to produce 'global citizens.' In this article I examine three perspectives drawn from research into pedagogy that has been conducted from the perspective of cognitive anthropology and consider its relevance to bioethics education. I focus on: two metaphors of learning, participation and acquisition, identified by Sfard; the psychological notion of moral development; and the distinction between socialization and enculturation. Two (...)
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  12.  32
    Evaluating the effectiveness of bioethics education through quality standards and indicators.Ercan Avci - 2021 - International Journal of Ethics Education 7 (1):5-19.
    Bioethics education has remarkably grown across the globe in the last few decades. The data of the UNESCO Global Ethics Observatory proves that bioethics education is a global phenomenon with various bioethics institutions, teaching programs, and academicians. However, this situation does not mean that bioethics education has reached a stable and flawless level. Especially, the effectiveness of bioethics programs or their quality assessment is a major area that should be analyzed through more (...)
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  13. UNESCO Bioethics Education Program.Vasil Gluchman - 2012 - Ethics and Bioethics (in Central Europe) 2 (1-2):5-8.
     
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  14. Bioethics Education in Croatia.Nada Gosic & Ivan Segota - 2001 - Eubios Journal of Asian and International Bioethics 11 (4):105-106.
     
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  15. Bioethics Education: Diversity and Critique.L. B. McCullough & A. R. Jonsen - 1991 - Journal of Medicine and Philosophy 16 (1):1-4.
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  16. Bioethics Education Among Singapore High School Science Teachers.Darryl Macer & Chin Ong - 1999 - Eubios Journal of Asian and International Bioethics 9 (5):145-150.
     
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  17. Editorial: Bioethics Education and Discourse.Darryl Macer - 2007 - Eubios Journal of Asian and International Bioethics 17 (4):97-97.
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  18.  15
    Structuring Bioethics Education: The Question, the Disciplines, and the Integrative Challenge.Julian Willard - 2015 - Ethics and Social Welfare 9 (3):280-296.
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  19.  24
    Bioethics Education in Africa: Still Complex Challenges.Cletus T. Andoh - 2013 - Open Journal of Philosophy 3 (4):507.
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  20. Preliminary Draft Declaration on Universal Norms on Bioethics.United Nations Educational, Scientific & Cultural Organization - 2005 - Jahrbuch für Wissenschaft Und Ethik 10 (1).
     
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  21. Ethics of Social Consequences – Methodology of Bioethics Education.Vasil Gluchman - 2012 - Ethics and Bioethics (in Central Europe) 2 (1-2):16-27.
    Ethics of social consequences as a form of satisficing non-utilitarian consequentialism can be one of the methodological basis of bioethics education. The primary values in ethics of social consequences are humanity, human dignity and moral rights, which are developed and realized in correlation with positive social consequences. Secondary values in ethics of social consequences include justice, responsibility, moral duty and tolerance. The author analyses human dignity and humanity as principles of bioethics education.
     
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  22.  12
    Ethics and Bioethics Education in Secondary Schools in Croatia.Hrvoje Jurić - 2010 - Bioethics.
    Bioethical contents in the Croatian educational system are taught not only at the university level, but also in secondary schools. Namely, in 1995, as an alternative to confessional religious teaching, the Ethics was introduced as a separate school subject. Present teaching program of Ethics came into the force in 2003. Ethics is taught during all the four years of secondary schools, while the third year is dedicated to bioethical topics only. This presentation will firstly try to explain the context of (...)
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  23.  14
    The Goals of Bioethics Education.Darryl Macer - 2012 - Bangladesh Journal of Bioethics 1 (1):3.
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  24.  17
    Definitions of Bioethics in Bioethics Education in Croatia.Nada Gosić - 2009 - Synthesis Philosophica 24 (2):349-368.
    Work purpose: to present and analyze pedagogical strategies and the communicational approach to definitions of bioethics, a mutual part of the bioethics contents being realized on the university studies of Dentistry, Organization, Planning and Management in Healthcare, and professional studies of Medical Radiology at the Medical School in Rijeka. Methods: the method of content analysis was used to research and present encyclopaedic and some authorial definitions of bioethics, with special emphasis on definitions of bioethics by authors (...)
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  25.  13
    Evolution of bioethics education in the medical programme: a tale of two medical schools. [REVIEW]Olivia Miu Yung Ngan & Joong Hiong Sim - 2020 - International Journal of Ethics Education 6 (1):37-50.
    Bioethics Education in the Anglo-European context developed since 1970 and was incorporated into the undergraduate and postgraduate education, residency training, and continuous education. In the Asia-Pacific region, bioethics education is less structured and often dependent on contextual constraints. This paper provides a cross-sectional analysis, describing institutional experiences in developing bioethics curriculum at two medical schools in Malaysia and Hong Kong. The medical programmes of the two institutions are distinctive in terms curriculum framework, teaching (...)
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  26.  24
    Universal Declaration on Bioethics and Human Rights.Scientific And Cultural Organization United Nations Educational - 2006 - Jahrbuch für Wissenschaft Und Ethik 11 (1):377-385.
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  27.  61
    My bioethics education at georgetown.Thaddeus Mason Pope - 2002 - American Journal of Bioethics 2 (4):36 – 37.
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  28.  15
    Legacies of Love, Peace and Hope: How Bioethics Education can Overcome Hatred and Divide.Darryl R. J. Macer - 2020 - Bangladesh Journal of Bioethics 11 (3):33-42.
    In our pursuit of a good life (eubios), both individuals and societies, need to educate themselves on the pursuit of love of life in all domains, self-love, love of others, loving good and love of life. In this paper I reflect on my own journey through growing up in Christchurch, and experiences around the world, that are the basis for that conclusion. In our efforts to pursuit bioethics education we can enhance peaceful and harmonius coexistence in our world, (...)
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  29.  14
    Bioethics Education in Training of Medical and Pharmaceutical Specialists in Kyrgyzstan.Ulangul M. Tilekeeva - 2015 - Asian Bioethics Review 7 (5):454-456.
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    Universal Draft Declaration on Bioethics and Human Rights.Nations Educational United - 2005 - Developing World Bioethics 5 (3):197.
    ABSTRACTSome people might argue that there are already too many different documents, guidelines, and regulations in bioethics. Some overlap with one another, some are advisory and lack legal force, others are legally binding in countries, and still others are directed at narrow topics within bioethics, such as HIV/AIDS and human genetics. As the latest document to enter the fray, the UNESCO Declaration has the widest scope of any previous document. It embraces not only research involving human beings, but (...)
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  31. 4.5. High School Bioethics Education Network in Japan.Yukiko Asada & Darryl Macer - forthcoming - Bioethics in Asia: The Proceedings of the Unesco Asian Bioethics Conference (Abc'97) and the Who-Assisted Satellite Symposium on Medical Genetics Services, 3-8 Nov, 1997 in Kobe/Fukui, Japan, 3rd Murs Japan International Symposium, 2nd Congress of the Asi.
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  32. The Inclusion Of Bioethics Education In Biotechnology Courses.Vaille Dawson & Peter Taylor - 1997 - Eubios Journal of Asian and International Bioethics 7 (6):171-175.
    This paper provides a rationale for the inclusion of biotechnology courses in the secondary science curriculum. In years to come our students will need to make important political, moral and social decisions about their future and the future of others. If our students are to become informed decision makers they need to understand the theory, practice and ethical ramifications of biotechnology. Important topics related to biotechnology include euthanasia, human organ and tissue transplantation, reproductive technology, cloning, and the production and use (...)
     
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  33. Fritz Jahr as Methodological Paradigm in Bioethical Education.Luka Perušić - 2019 - Jahr 10 (2):287-310.
    The paper examines Fritz Jahr as a possible role-model in bioethical education. It consists of two parts. The first part builds upon the acknowledged data and theories about how Fritz Jahr proposed the bioethical imperative and changed his way of thinking. It provides arguments for and against known claims and expands the knowledge background with the focus on reconstructing the thought process and some presumptions that led to the formulation of bioethical imperative. The second part uses these results to (...)
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  34. Establishment Of High School Bioethics Education Network.Yukiko Asada & Darryl Macer - 1997 - Eubios Journal of Asian and International Bioethics 7 (3):73-77.
     
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  35.  25
    Self-Directed Bioethics Education.Julie M. Zilberberg - 2002 - American Journal of Bioethics 2 (4):1-1.
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  36. Asia - Pacific Perspectives on Bioethics Education.Darryl R. J. Macer (ed.) - 2008 - UNESCO Bangkok.
    This collection of papers is the fifth in a series of books from RUSHSAP, UNESCO Bangkok offering Asia and Pacific perspectives on ethics - each focusing on specific themes. The contents come from submitted papers to the UNESCO Bangkok Bioethics conferences held in 2005 and they are assembled thematically. They also include discourse from the conference, as intercultural communication is part of the essence of deliberation on bioethics.
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  37.  25
    What Does It Mean for a Case to be ‘Local’?: the Importance of Local Relevance and Resonance for Bioethics Education in the Asia-Pacific Region.Sara M. Bergstresser, Kulsoom Ghias, Stuart Lane, Wee-Ming Lau, Isabel S. S. Hwang, Olivia M. Y. Ngan, Robert L. Klitzman & Ho Keung Ng - 2020 - Asian Bioethics Review 12 (2):173-194.
    Contemporary bioethics education has been developed predominately within Euro-American contexts, and now, other global regions are increasingly joining the field, leading to a richer global understanding. Nevertheless, many standard bioethics curriculum materials retain a narrow geographic focus. The purpose of this article is to use local cases from the Asia-Pacific region as examples for exploring questions such as ‘what makes a case or example truly local, and why?’, ‘what topics have we found to be best explained through (...)
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  38.  2
    Project-based learning in bioethics education.Joseph Tham - forthcoming - International Journal of Ethics Education:1-20.
    Higher education has become more student-centered as the Bologna process assigns students more time to study and research. Online teaching has been needed during the pandemic, which can be challenging regarding didactic and assessment. This paper analyzes project-based learning (PBL) as a form of teaching and assessing students in a bioethics course on reproductive ethics. The team project was the final assessment of the Faculty of Bioethics core curriculum course, "Bioethics, Technology and Procreation,” offered to two (...)
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  39. The Role of Bioethics Education in Catholic Higher Education.Marie T. Hilliard - 2011 - The National Catholic Bioethics Quarterly 11 (4):705-734.
    This paper examines contemporary Catholic higher education and its unique role in preparing graduates, who have been grounded in natural moral law, to respond to the bioethical questions of the day. The importance of the commitment by both administration and faculty to articulating and embracing the mission of Catholic higher education as they prepare graduates for a culture of relativism is presented. Curricular objectives, content, and teaching strategies are provided which address the most relevant bioethical dilemmas of the (...)
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  40.  14
    COVID-19: Falling Apart and Bouncing Back. A Collective Autoethnography Focused on Bioethics Education.Katrien Dercon, Mateusz Domaradzki, Herman T. Elisenberg, Aleksandra Głos, Ragnhild Handeland, Agnieszka Popowicz & Jan Piasecki - 2023 - Canadian Journal of Bioethics / Revue canadienne de bioéthique 6 (2):76-89.
    The COVID-19 pandemic disrupted academic life worldwide for students as well as educators. The purpose of this study is to shed light on the collective adversity experienced by international medical students and bioethics educators caused by the COVID-19 pandemic in relation to both personal and academic life. The authors wrote their subjective memoirs and then analyzed them using a collective autoethnography method in order to find the similarities and differences between their experiences. The results reveal some consistent patterns in (...)
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  41.  47
    Look who's talking: The interdisciplinarity of bioethics and the implications for bioethics education.Ana Iltis - 2006 - Journal of Medicine and Philosophy 31 (6):629 – 641.
    There are competing accounts of the birth of bioethics. Despite the differences among them, these accounts share the claim that bioethics was not born in a single disciplinary home or in a single social space, but in numerous, including hospitals, doctors' offices, research laboratories, courtrooms, medical schools, churches and synagogues, and philosophy classrooms. This essay considers the interdisciplinarity of bioethics and the contribution of new disciplines to bioethics. It also explores the implications of interdisciplinarity for (...) education. As bioethics develops, it will be helpful to identify essential elements in the education of bioethicists and to distinguish between members of other disciplines who make important contributions to bioethics and bioethicists. (shrink)
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  42.  42
    Medical Students’ Exposure to Ethics Conflicts in Clinical Training: Implications for Timing UME Bioethics Education.S. D. Stites, S. Rodriguez, C. Dudley & A. Fiester - 2020 - HEC Forum 32 (2):85-97.
    While there is significant consensus that undergraduate medical education should include bioethics training, there is widespread debate about how to teach bioethics to medical students. Educators disagree about course methods and approaches, the topics that should be covered, and the effectiveness and metrics for UME ethics training. One issue that has received scant attention is the timing of bioethics education during medical training. The existing literature suggests that most medical ethics education occurs in the (...)
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  43.  33
    The Hippocratic Oath. A Historical Perspective in Bioethical Education.Nada Gosić - 2008 - Synthesis Philosophica 23 (2):225-238.
    This article specifies the place of the Hippocratic Oath in the programme of bioethical education on graduate schools where future medical and healthcare workers are being educated. The presented conceptualization of contents and described methodology of work show how the curriculum contents, dominated by historical facts, are being actualized by the use of knowledge students have acquired earlier, and problematized by an active inclusion of students in collecting new information relevant for the content, and then using the acquired knowledge (...)
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    The breadth of bioethics: Core areas of bioethics education for hospital ethics committees.Thomas May - 2001 - Journal of Medicine and Philosophy 26 (1):101 – 118.
    The multidisciplinary nature of bioethics can result in narrow sub-specialists within the field, whose work reflects the issues and concerns most relevant to their home discipline. This can result in work which is insensitive to the important ways in which particular areas of bioethics are interrelated, and which (while viable in the context of the sub-specialty) is not viable in a broader context. The narrow focus of many healthcare ethics committees on issues directly related to clinical patient care (...)
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  45.  96
    The 'voice of care': Implications for bioethical education.Alisa L. Carse - 1991 - Journal of Medicine and Philosophy 16 (1):5-28.
    This paper examines the ‘justice’ and ‘care’ orientations in ethical theory as characterized in Carol Gilligan's research on moral development and the philosophical work it has inspired. Focus is placed on challenges to the justice orientation – in particular, to the construal of impartiality as the mark of the moral point of view, to the conception of moral judgment as essentially principle-driven and dispassionate, and to models of moral responsibility emphasizing norms of formal equality and reciprocity. Suggestions are made about (...)
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  46.  17
    Preliminary Draft Declaration on Universal Norms on Bioethics.Scientific And Cultural Organization United Nations Educational - 2005 - Jahrbuch für Wissenschaft Und Ethik 10 (1):381-390.
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    Review of Bioethics Education in Bangladesh. [REVIEW]Shamima Parvin Lasker - 2012 - Bangladesh Journal of Bioethics 1 (1):4.
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  48.  30
    Playing God: The Rock Opera That Endeavors to Become a Bioethics Education Tool.Tuija Takala, Matti Häyry & Laurence Laing - 2014 - Cambridge Quarterly of Healthcare Ethics 23 (2):188-199.
    This article describes and introduces a new innovative tool for bioethics education: a rock opera on the ethics of genetics written by two academics and a drummer legend. The origin of the idea, the characters and their development, and the themes and approaches as well as initial responses to the music and the show are described, and the various educational usages are explored.
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  49.  33
    Bridging the Gap between Knowledge and Skill: Integrating Standardized Patients into Bioethics Education.Nada Gligorov, Terry M. Sommer, Ellen C. Tobin Ballato, Lily E. Frank & Rosamond Rhodes - 2015 - Hastings Center Report 45 (5):25-30.
    Upon entering the examination room, Caitlyn encounters a woman sitting alone and in distress. Caitlyn introduces herself as the hospital ethicist and tells the woman, Mrs. Dennis, that her aim is to help her reach a decision about whether to perform an autopsy on her recently deceased husband. Mrs. Dennis begins the encounter by telling the ethicist that she has to decide quickly, but that she is very torn about what to do. Mrs. Dennis adds, “My sons disagree about the (...)
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  50.  16
    Erasmus Mundus Master of Bioethics: a case for an effective model for international bioethics education.Jan Piasecki, Kevin Dirksen & Hamilton Inbadas - 2018 - Medicine, Health Care and Philosophy 21 (1):3-10.
    Designing bioethics curriculum for international postgraduate students is a challenging task. There are at least two main questions, which have to be resolved in advance: (1) what is a purpose of a particular teaching program and (2) how to respectfully arrange a classroom for students coming from different cultural and professional backgrounds. In our paper we analyze the case of the Erasmus Mundus Master of Bioethics program and provide recommendations for international bioethics education. In our opinion (...)
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