Ethics education is recognized as an integral component of health professionals’ education and has been occurring in various guises in the curricula of health professional training in many countries since at least the 1970s. However, there are a number of different aims and approaches adopted by individual educators, programs, and, importantly, different health professions that may be characterized according to strands or trends in ethics education.
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12. See note 10, Hafferty, Franks 1994:864.
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24. See note 15, Gibson et al. 2009:1446–53.
25. See note 15, Gibson et al. 2009:1448.
26. See note 15, Gibson et al. 2009:1446–53.
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30. Edwards, E, O’Toole, M, Wallis, C. Sending children home on tracheostomy dependent ventilation: Pitfalls and outcomes. Archives of Disability Child 2004;89(3):251–5.
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35. See note 13, Flett, Stoffell 2003.
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37. See note 20, Whitehead 2007.
38. See note 2, Delany et al. 2009; Winston, MD, Bahnaman, S. Preparation for ethical decision-making: An analysis of research in professional education. Library & Information Science Research 2008;30(3):222–30.
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41. Kennedy, R, ed. Allied Health Professionals and the Law. Sydney: The Federation Press; 2008.
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C.F. is supported by an NHMRC Australian Public Health Training Fellowship 519556 and the University of Melbourne (Centre for Applied Philosophy & Public Ethics).
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