The Ethics of Teaching: A Casebook

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Indices are included to help the facilitators choose the appropriate case for highlighting particular issues in medical practice or medical research. The educational experience of analyzing case scenarios is entirely dependent on a dynamic and productive discussion. Prior to presenting the case, the facilitator should become familiar with the relevant background information described below. The key to a good discussion is asking questions, specifically open-ended questions to engage the audience in problem solving by examining decisions and mental processes used to arrive at them.

The discourse is most effective when small discussion groups are provided with handouts of the case. The facilitator should allow time for a case introduction, debate, discussion, and conclusion—one or two cases can be covered in less than an hour. The acronym SFNO also stands for stakeholders, facts, norms, and options—four components that medical decisions must take into account.

Stakeholders are those significantly affected by the decision s being made.

Making Difficult Decisions with Patients and Families

There is great variability in the impact experienced by the stakeholders; for example, a patient has a direct, significant stake in his or her health and the medical care received, while society has a lesser stake in patient protection and cost related to health care in that single case. Medical facts. The casebook includes both quantitative and qualitative medical information relevant to the case discussion drawn from medicine, public health, economics, business management, and other fields.

Including this medical information is important for both the facilitator and participants because of the improbability that any one person has all this information readily available. Ethical and legal norms. When presenting norms relevant to each case, the editors employed a standardized approach. First, the mid-level principles of biomedical ethics as described by Beauchamp and Childress [12] are examined in relation to the given case.

The last group of norms considered is legal—federal and state legislation, regulation, and common law—presented not to offer legal advice or end the case discussion but rather to supplement the ethical norms described. Options and reflection.

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The reflection questions draw out the differing opinions of the audience, which may lead the group to recognize a variety of options for remedying the situation. The response options included highlight those actions the editors consider plausible.

A Singapore Bioethics Casebook

The intention is for the case discussion to explore the nuances of the options with the goal of reaching the best possible conclusion among them. The options list also enables the facilitator to continue the discussion after the group has reached a decision, allowing for additional deliberation. To date, the casebook has been used in teaching doctoral students in health care ethics, senior medical students in a medical business ethics capstone course, and first- and second-year medical students in business and ethics interest groups.

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By including an array of information pertinent to each case, the casebook educates health care professionals on the wide spectrum of information pertinent to decision making in medical business ethics. The materials included in the casebook make it possible for professionals not formally educated in the areas relevant to the case information to serve as discussion facilitators.

Curricular priorities for business ethics in medical practice and research: recommendations from Delphi consensus panels.

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BMC Med Educ. Establishing the need and identifying goals for a curriculum in medical business ethics: a survey of students and residents at two medical centers in Missouri. BMC Res Notes. Accessed June 5, Lo B, Field M, eds.

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Association of American Medical Colleges. Washington DC; Washington, DC; Linstone HA, Turoff M, eds.

Teaching Resources « FABTP

The Delphi Method: Techniques and Applications. Published in , The Social Work Ethics Casebook was the first ethics casebook, including extensive cases and commentary, written exclusively for social workers. Following each set of cases, Reamer includes commentary highlighting key ethics concepts and references to relevant standards in the Code of Ethics.

The casebook highlights ethical issues related to confidentiality and privacy, informed consent, client self-determination, professional paternalism, boundary issues and dual relationships, conflicts of interest, cultural and ethnic diversity, termination of services, administration, collegial impairment, commitments to employers, social work education and training, and more. Last updated October 29, Reamer ISBN:

The Ethics of Teaching: A Casebook The Ethics of Teaching: A Casebook
The Ethics of Teaching: A Casebook The Ethics of Teaching: A Casebook
The Ethics of Teaching: A Casebook The Ethics of Teaching: A Casebook
The Ethics of Teaching: A Casebook The Ethics of Teaching: A Casebook
The Ethics of Teaching: A Casebook The Ethics of Teaching: A Casebook
The Ethics of Teaching: A Casebook The Ethics of Teaching: A Casebook
The Ethics of Teaching: A Casebook The Ethics of Teaching: A Casebook
The Ethics of Teaching: A Casebook The Ethics of Teaching: A Casebook
The Ethics of Teaching: A Casebook

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