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Bioethics: Education

  • Living reference work entry
  • First Online:
Encyclopedia of Global Bioethics

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Abstract

This entry focuses on bioethics education in the formation of healthcare professionals. The emergent paradigm is borne out by a centripetal model in whose center are ethics explicit activities – mainly courses in ethics and law along with small group practices of ethics case deliberation. In a broader circle, one finds a diverse, mainly experiential and situation specific activities in ethics-related competences, mainly empathy, communication, and self-reflection. In the periphery of the hypothetical model, one finds all aspects of healthcare education, which must be infused with “professional” conduct and awareness of ethical issues. There is a broad consensus that bioethics education should be spread over horizontally (e.g., across all disciplines and educational activities) and vertically (e.g., throughout the process of education from beginning to graduation).

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Further Readings

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Authors and Affiliations

  1. Department of Medical Education, Sackler School of Medicine, Tel Aviv University, Tel Aviv-Yafo, Israel

    Y. Michael Barilan & Margherita Brusa

Authors
  1. Y. Michael Barilan
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  2. Margherita Brusa
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Corresponding author

Correspondence to Y. Michael Barilan .

Editor information

Editors and Affiliations

  1. Duquesne University Center for Healthcare Ethics, Pittsburgh, Pennsylvania, USA

    Henk ten Have

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Barilan, Y.M., Brusa, M. (2015). Bioethics: Education. In: ten Have, H. (eds) Encyclopedia of Global Bioethics. Springer, Cham. https://doi.org/10.1007/978-3-319-05544-2_465-1

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  • DOI: https://doi.org/10.1007/978-3-319-05544-2_465-1

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  • Publisher Name: Springer, Cham

  • Online ISBN: 978-3-319-05544-2

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