Abstract
Technological advances and more pertinently their increasing interaction with health care have made ethics look like the proverbial tortoise in the race between the hare and the tortoise. Nonetheless, clinical ethics and its teaching are gaining centrality in the medical education curriculum. This is because of the complexity of treatment that has increased the burden on the patient to understand the intricacies of the health-care process and, simultaneously, for doctors to understand the patient’s dilemma. The teaching of clinical ethics, besides developing knowledge base and skills, should focus on bringing about an attitudinal change. The technique must focus on sensitization, respecting rights of others, and reflection by a process of developing experiential practice. While most of the developed nations are well entrenched in the practice of clinical ethics, the converse is true in the developing nations. Institutional mentoring is the way forward.
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Further Readings
Bosek, M. S. D., & Savage, T. A. (2007). The ethical component of nursing education: Integrating ethics into clinical experience. Philadelphia: Lippincott Williams & Wilkins.
ten Have, H. A. M. J. (Ed.). (2015). Bioethics education in a global perspective (Vol. 4). Dordrecht: Springer Science.
ten Have, H., & Gordijn, B. (Eds.). (2013). Handbook of global bioethics. Berlin: Springer.
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Vaswani, V. (2014). Clinical Ethics: Teaching. In: ten Have, H. (eds) Encyclopedia of Global Bioethics. Springer, Cham. https://doi.org/10.1007/978-3-319-05544-2_88-1
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DOI: https://doi.org/10.1007/978-3-319-05544-2_88-1
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