Critique of the "tragic case" method in ethics education

TitleCritique of the "tragic case" method in ethics education
Publication TypeJournal Article
Year of Publication2006
AuthorsLiaschenko, J, Oguz, NY, Brunnquell, D
JournalJournal of Medical Ethics
Volume32
Pagination672-677
Publication Languageeng
KeywordsCAREER , education , ethics , Medical , PROBLEM , professional , solving , teaching
AbstractThe authors of this article argue that the 'tragic case" approach to ethics education is of limited value because of how it limits the students' understanding of moral problems to only appearing in true dilemmas, limits the student's moral agency, and suggests that ethical encounters can only be solved by experts. The authors propose using alternative case studies that focus on more day-to-day encounters, such as provider-patient relationship, the relationships between providers in the everyday world of health work and, the social position of healthcare providers in society.
NotesLiaschenko, J. 1; Email Address: jliasch@umn.edu Oguz, N. Y. 2 Brunnquell, D. 3; Affiliation: 1: Center for Bioethics and School of Nursing, University of Minnesota, Minnesota, USA 2: Ankara University Faculty of Medicine, Ankara, Turkey 3: Children's Hospitals and Clinics, Minneapolis and Saint Paul; Source Info: Nov2006, Vol. 32 Issue 11, p672; Subject Term: CAREER education; Subject Term: TEACHING; Subject Term: MEDICAL ethics; Subject Term: PROFESSIONAL ethics; Subject Term: PROBLEM solving; NAICS/Industry Codes: 611310 Colleges, Universities, and Professional Schools; NAICS/Industry Codes: 624310 Vocational Rehabilitation Services; Number of Pages: 6p; Document Type: Article
DOI10.1136/jme.2005.013060
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