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Related Experiment Videos

Medical ethics as therapy.

A Zucker1

  • 1Department of Philosophy, Institute for Applied and Professional Ethics, 202 Ellis Hall, Ohio University, Athens, OH 45701, USA. zuckera@ohio.edu

Medical Humanities
|October 14, 2006
PubMed
Summary
This summary is machine-generated.

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This paper explores teaching medical ethics to clinical students, addressing perceived conflicts with analytic philosophy. It argues narrative-based ethics, while valuable, presents underexplored challenges.

Area of Science:

  • Medical Education
  • Bioethics
  • Philosophy of Medicine

Background:

  • Medical ethics education for clinical-stage students.
  • Perceived conflict between certain teaching styles and analytic philosophy.
  • The role of narrative in bioethics discourse.

Purpose of the Study:

  • To examine a specific teaching style for medical ethics.
  • To analyze the purported conflict with analytic philosophy.
  • To evaluate the use of narratives in medical ethics and their associated risks.

Main Methods:

  • Philosophical analysis of teaching methodologies in medical ethics.
  • Review of literature concerning narrative-based ethics.
  • Argumentation regarding the compatibility of analytic philosophy and narrative approaches.
Keywords:
Analytical ApproachBioethics and Professional Ethics

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Main Results:

  • Identifies reasons for the perceived conflict between teaching styles and analytic philosophy.
  • Contends that the conflict is not substantive.
  • Highlights potential problems and dangers of narrative-based medical ethics not fully addressed in existing literature.

Conclusions:

  • The perceived conflict between certain medical ethics teaching styles and analytic philosophy is reconcilable.
  • While narrative approaches are utilized in medical ethics, their inherent risks require further scholarly attention.
  • Recommends a nuanced understanding of pedagogical methods in bioethics education.