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Teaching bioethics at (or near) the bedside.

Stephen Wear1

  • 1Center for Clinical Ethics and Humanities in Health Care, The University at Buffalo, VA Medical Center, NY 14215, USA. wear@acsu.buffalo.edu

The Journal of Medicine and Philosophy
|September 11, 2002
PubMed
Summary

Clinical bioethics teaching in healthcare settings rarely faces theoretical or relativistic challenges. Instead, it relies on established moral truths and practical problem-solving, often involving power dynamics.

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Area of Science:

  • Bioethics
  • Medical Education
  • Moral Philosophy

Background:

  • Concerns regarding the theoretical underpinnings and potential relativism in bioethics are common in academic settings.
  • This article shifts the focus to bioethics education within clinical healthcare environments.

Discussion:

  • Theoretical concerns and relativism are less prevalent in clinical bioethics compared to academic settings.
  • Clinical bioethics teaching often emphasizes practical application and established moral consensus over abstract theory.
  • Pedagogical methods include case consultations and institutional policies, focusing on 'how to do it' rather than solely 'what to do.'

Key Insights:

  • A widely accepted body of moral truth has developed over the past 25 years, serving as a foundation for clinical bioethics.
Keywords:
Analytical ApproachBioethics and Professional Ethics

Related Experiment Videos

  • Resolution of moral dilemmas in healthcare frequently refers to this established moral framework.
  • The teaching of clinical bioethics often adopts a tactical approach to problem-solving.

    • Outlook:

    • Further examination of the power dynamics inherent in clinical bioethics teaching and consultation is warranted.
    • Understanding the practical application of bioethics in healthcare can inform future educational strategies.
    • The established moral consensus in clinical bioethics suggests a pragmatic and effective approach to complex ethical issues.