This paper attempts a partial, critical look at the construction and use of case studies in ethics education. It argues that the authors and users of case studies are often insufficiently aware of the literary nature of these artefacts: this may lead to some confusion between fiction and reality. Issues of the nature of the genre, the fictional, story-constructing aspect of case studies, the nature of authorship, and the purposes and uses of case studies as "texts" are outlined and discussed. The paper concludes with some critical questions that can be applied to the construction and use of case studies in the light of the foregoing analysis.
Statistics from Altmetric.com
If you wish to reuse any or all of this article please use the link below which will take you to the Copyright Clearance Center’s RightsLink service. You will be able to get a quick price and instant permission to reuse the content in many different ways.
Other content recommended for you
- That's another story: narrative methods and ethical practice
- Confidentiality and the ethics of medical ethics
- Teaching ethics in a Masters Program in Public Health in Lithuania
- Representing young men’s experience of anorexia nervosa: a French-language case study
- Fatherlessness, sperm donors and ‘so what?’ parentage: arguing against the immorality of donor conception through ‘world literature’
- Homo immunologicus: on the limits of critique
- Graphic illustration of impairment: science fiction, Transmetropolitan and the social model of disability
- Putting the ‘me’ in mechanical: lessons from the mechanical men of health 1928–1948
- The intersubjective and the intrasubjective in the patient–physician dyad: implications for medical humanities education
- Medical humanities as expressive of Western culture