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1
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39049145109
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Teaching ethics in the clinic. Theory and practice of moral case deliberation
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Molewijk AC, Abma R, Stolper M, Widdershoven G. Teaching ethics in the clinic. Theory and practice of moral case deliberation. J Med Ethics 2008;34:120-4
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(2008)
J Med Ethics
, vol.34
, pp. 120-124
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Molewijk, A.C.1
Abma, R.2
Stolper, M.3
Widdershoven, G.4
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2
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84860004770
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In MCD it is needed to formulate the dilemma as concretely as possible in behavioural terms since the answering of the dilemma question (i.e. the final moral judgement) depends on each others' understanding and interpretation of the meaning of the words that people use
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In MCD it is needed to formulate the dilemma as concretely as possible in behavioural terms since the answering of the dilemma question (i.e. the final moral judgement) depends on each others' understanding and interpretation of the meaning of the words that people use
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3
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84859986931
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In this step, for several reasons, MCD participants are not asked to imagine that they are the case presenter himself. MCD participants speak for themselves and answer what they would do and for what reason
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In this step, for several reasons, MCD participants are not asked to imagine that they are the case presenter himself. MCD participants speak for themselves and answer what they would do and for what reason
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4
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84859986928
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MCD is not just about individual thoughts, reflections and feelings. Information about rules, law, guidelines, codes of conduct, etc. should be brought into the moral case deliberation. This does not mean that we implicitly presuppose that we understand what these rules, laws, guidelines, codes of conduct, etc. are or what they mean nor that we are automatically morally obligated to follow them
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MCD is not just about individual thoughts, reflections and feelings. Information about rules, law, guidelines, codes of conduct, etc. should be brought into the moral case deliberation. This does not mean that we implicitly presuppose that we understand what these rules, laws, guidelines, codes of conduct, etc. are or what they mean nor that we are automatically morally obligated to follow them.
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5
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84859988770
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Ideally, for epistemological reasons, we explore the feelings and thoughts of the MCD participants who are actually present since we do not know for sure how other persons who are not present feel and think. During a MCD we focus on what people actually feel (felt), think (thought) and do (did); we avoid hypothetical reasoning and thinking
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Ideally, for epistemological reasons, we explore the feelings and thoughts of the MCD participants who are actually present since we do not know for sure how other persons who are not present feel and think. During a MCD we focus on what people actually feel (felt), think (thought) and do (did); we avoid hypothetical reasoning and thinking
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6
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84859988772
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Due to time restraints, not all MCD participants can discuss all their values and norms. The MCD facilitator therefore asks the MCD participants which participant has additional or new information that has not already been mentioned within the scheme
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Due to time restraints, not all MCD participants can discuss all their values and norms. The MCD facilitator therefore asks the MCD participants which participant has additional or new information that has not already been mentioned within the scheme
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7
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84860004774
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It is also possible that MCD participants report a value or norm that does not directly refer to behaviour A or B of the dilemma
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It is also possible that MCD participants report a value or norm that does not directly refer to behaviour A or B of the dilemma
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