|Abstract||This paper examines a case study method for teaching bioethics, and provides a defense of the inclusion of bioethics case studies in the classroom, based on the special moral dimension of teaching. The case study method challenges students to engage the issues being discussed and to participate actively in the deliberative process. It discusses what makes a good case study, how case studies can be used in teaching, and some examples of some case studies written by the author and how to use them in class.
solving and critical thinking skills in ways that other teaching methods
may not. A good case study will generate excitement, provoke conflict
and controversy, and encourage students that their viewpoints are