Autonomy, problem-based learning and the teaching of medical ethics

Parker, M. (1995) Autonomy, problem-based learning and the teaching of medical ethics. Journal of Medical Ethics, 21 5: 305-310. doi:10.1136/jme.21.5.305

Author Parker, M.
Title Autonomy, problem-based learning and the teaching of medical ethics
Journal name Journal of Medical Ethics   Check publisher's open access policy
ISSN 0306-6800
Publication date 1995-10
Sub-type Article (original research)
DOI 10.1136/jme.21.5.305
Volume 21
Issue 5
Start page 305
End page 310
Total pages 6
Place of publication London, England
Publisher Institute of Medical Ethics
Language eng
Subject 220106 Medical Ethics
1302 Curriculum and Pedagogy
Abstract Autonomy has been the central principle underpinning changes which have affected the practice of medicine in recent years. Medical education is undergoing changes as well, many of which are underpinned, at least implicitly, by increasing concern for autonomy. Some universities have embarked on graduate courses which utilize problem-based learning (PBL) techniques to teach all areas, including medical ethics. I argue that PBL is a desirable method for teaching and learning in medical ethics. It is desirable because the nature of ethical enquiry is highly compatible with the learning processes which characterize PBL. But it is also desirable because it should help keep open the question of what autonomy really is, and how it should operate within the sphere of medical practice and medical education.
Keyword medical ethics
problem-based learning
medical education
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status Unknown

Document type: Journal Article
Sub-type: Article (original research)
Collection: School of Medicine Publications
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Citation counts: TR Web of Science Citation Count  Cited 11 times in Thomson Reuters Web of Science Article | Citations
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