Twelve tips for using clinical cases to teach medical ethics

Abstract

The essential role of clinical case discussions in the teaching of medical ethics is well recognized. Based upon published literature and the authors’ curricular development experience, the following 12 tips cover all major aspects of the case method for teaching clinical ethics and offer practical suggestions for designing and conducting case discussions.

Disclosure statement

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of this article.

Notes on contributors

Hongmei Dong, PhD, is Senior Research Specialist at the Department of Medicine, the University of Chicago, USA.

Renslow Sherer, MD, is Professor of Medicine at the University of Chicago where he also directs a Sino–U.S. project that helps Wuhan University School of Medicine, China, to reform its medical education by adapting the University of Chicago medical curriculum.

Jon Lio, MD, is an Assistant Professor in the Department of Medicine at the University of Chicago.

Ivy Jiang, BA, is Manager of the Wuhan University Medical Education Reform project at the Department of Medicine of the University of Chicago.

Brian Cooper, BS, MA, is Research Assistant with the Wuhan University Medical Education Reform project at the Department of Medicine of the University of Chicago.