Teaching Bioethics: The Tale of a "Soft" Science in a Hard World
Teaching and learning in medicine 2010 Oct; 22(4): 319-22
Although bioethics is considered essential to the practice of medicine, medical students often view it as a "soft" subject that is secondary in importance to the other courses in their basic science and clinical curriculum. This perspective may be a consequence of the heavy reliance on students' aptitude in the quantitative sciences as a criterion for entry into medical school and as a barometer of academic success after admission. It is exacerbated by the widespread impression that bioethics is imprecise and culturally relativistic.
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Caplan, Arthur; Dworkin, Gerald; Feudtner, Chris; Coyne, James; McGee, Glenn; Nunn, Sally; Pouncey, Claire; Doukas, David; McCullough, Laurence B.; Moreno, Jonathan D.; Merz, Jon; Rhodes, Rosamond; Bosk, Charles; Baker, Robert; Dominic, Sisti; Coulehan, Jack; Quill, Timothy E.; Karlawish, Jason; Pyeritz, Reed E.; Green, Michael; Casarett, David; Smith, Patricia; Greenlaw, Jane; Singer, Peter; Baily, Mary Ann; Zinberg, Dorothy; Robichaud, A.L.; Fleck, Leonard M.; Tolinson, Tom; Pennock, Robert T.; Miles, Steven; Cole, Kyle; Agich, George J.; Light, Andrew; Kovach, Karen; David, John K.; DeGrazia, David; Meslin, Eric M.; Davis, Dena S.; Deatrick Janet A.; Grochowski, Eugene C.; Brody, Howard; Fleetwood, Janet; Wueste, Daniel E.; Silvers, Anita; Gorovitz, Samuel; Finucane, Thomas; Kukla, Rebecca; Benjamin, Martin; Pimple, Kenneth D.; Satris, Stephen; Nelson, Hilde L.; Marshall, Mary Faith; Sharpe, Virginia Ashby; Bogdan-Lovis, Libby; Ross, Lainie; Kass, Nancy E.; Steinbock, Bonnie; Pedroni, Julia A.; Granowett (2004-03-03)