Article info
PDFTeaching and learning ethics
Bridging the education–action gap: a near-peer case-based undergraduate ethics teaching programme
- Correspondence to Dr Wing May Kong, 3rd Floor Reynolds Building, Charing Cross Campus, St Dunstans Road, London W6 8RR, UK; w.kong{at}ic.ac.uk
Citation
Bridging the education–action gap: a near-peer case-based undergraduate ethics teaching programme
Publication history
- Received June 21, 2016
- Revised December 14, 2016
- Accepted January 10, 2017
- First published January 31, 2017.
Online issue publication
September 28, 2017
Article Versions
- Previous version (28 September 2017).
- You are viewing the most recent version of this article.
Request permissions
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.
Copyright information
Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/
Other content recommended for you
- Critique of the “tragic case” method in ethics education
- Reflections on learning and teaching medical ethics in UK medical schools
- A preliminary investigation into the moral reasoning abilities of UK veterinarians
- Conscientious objection and moral distress: a relational ethics case study of MAiD in Canada
- Navigating moral distress using the moral distress map
- A practical approach to teaching medical ethics
- Case-based seminars in medical ethics education: how medical students define and discuss moral problems
- Moral distress in veterinarians
- Students’ attitudes and potential behaviour to a competent patient’s request for withdrawal of treatment as they pass through a modern medical curriculum
- Combating junior doctors’ “4am logic”: a challenge for medical ethics education