An Inquiry into Ethics Committees' Understanding: How Does One Educate the Educators?
This paper inaugurates a new section on education, the focus of which is on education in a broader sense. The purpose is to stimulate discussion not only about techniques of education (even though such papers are certainly welcome) but also to initiate a dialogue concerninig more fundamental questio...
| Main Author: | |
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| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Cambridge Univ. Press
1993
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| In: |
Cambridge quarterly of healthcare ethics
Year: 1993, Volume: 2, Issue: 4, Pages: 551-555 |
| Online Access: |
Volltext (lizenzpflichtig) Volltext (lizenzpflichtig) |
| Summary: | This paper inaugurates a new section on education, the focus of which is on education in a broader sense. The purpose is to stimulate discussion not only about techniques of education (even though such papers are certainly welcome) but also to initiate a dialogue concerninig more fundamental questions and issues. What are the goals of education generally and of and for ethics committees specifically? What, for an ethics committee, is “education”? What do we mean by education in this field? To function efficiently on an ethics committee, does a member need specific training? Should the educational efforts of an ethics committee extend beyond the medical and nursing staff? If so (and I think these efforts not only should but must), should they extend beyond the hospital and into the community? Is educating patients a legitimate function of an ethics committee? These are but a few of the questions that I hope will be debated over the years in the pages of this journal. |
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| ISSN: | 1469-2147 |
| Contains: | Enthalten in: Cambridge quarterly of healthcare ethics
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| Persistent identifiers: | DOI: 10.1017/S096318010000459X |