restricted access   Volume 2, Number 4, Fall 2002

Table of Contents

From: The American Journal of Bioethics

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Special Issue: Becoming Bioethicists? The Future of the Field

Evaluating Graduate Programs in Bioethics: What Measures Should We Use?

pp. 1-2

Special Section

Bioethics, Medical Humanities, and the Future of the "Field": Reflections on the Results of the ASBH Survey of North American Graduate Bioethics/Medical Humanities Training Programs

pp. 3-9

The Meaning of Graduate Education for Bioethics

pp. 10-12

The Virtual Graduate Program in Bioethics: The Mission, the Students, and the Hazards

pp. 13-17

A Canadian Perspective

pp. 18-20

Now That We Have the Data, What Was the Question?

pp. 21-23

Graduate Student Commentaries
And Now from the Guinea Pigs: Students and Recent Alumni on Graduate Bioethics

A Dash of This and a Pinch of That: The Role of Interdisciplinary Opportunities in Graduate Education

pp. 24-25

Why an Online Graduate Bioethics Program?

pp. 25-26

Ethics Training in Graduate Medical Education

pp. 26-28

There He Is. .. Master of Bioethics

pp. 28-30

An International Student's Perspective

pp. 30-31

The Merits of a General Education in Bioethics

pp. 31-32

Balancing Bioethics

pp. 32-33

Why Not Medical Humanities?

p. 34

A Bull Market for Biomedical Ethics

pp. 35-36

My Bioethics Education at Georgetown

pp. 36-37

One Field, Many Disciplines, One Goal

A Lawyer's Perspective on Graduate Studies in Bioethics

Research Ethics Education: The View from Below

The Place of Philosophy

Clearing the Mist

Principle and Praxis: Harmonizing Theoretical and Clinical Ethics

Why Study Bioethics? Because It's Interesting. ..

Earl Weaver Was Right: It's What You Learn after You Think You Know It All That Counts

The State of Graduate Education: One Student's View

Why Medical Humanities?

Self-Directed Bioethics Education

The Value of Bioethics Education

Topsy's Midlife Career in Healthcare Ethics

Medical Ethics and the Moral Practice of Medicine

Target Article

The Absent Professor: Why We Don't Teach Research Ethics and What to Do about It

pp. 38-49

Open Peer Commentaries

On the Importance of Research Ethics and Mentoring

pp. 50-51

Institutional and Individual Responsibilities for Integrity in Research

pp. 51-53

Ethics in Biomedical Research: Practical Considerations

pp. 53-54

Teaching Old Dogs New Tricks: Continuing Education in Research Ethics

pp. 55-56

Faultlines in "Bioscience Ethics": Lessons from the Human Genome Diversity Project

pp. 56-57

Addressing the Hidden Curriculum in Scientific Research

pp. 58-59

The Professor is Excused

pp. 59-60

Responsible Conduct of Research Is All Well and Good

pp. 61-62

Teaching Ethics to Basic Scientists: Suggestions for Greater Curricular Clarity

pp. 62-63

What's the Professor Got to Do with It?

pp. 63-64

It's Alive! Giving Birth to Research Ethics Education

pp. 65-66

Cultural Synthesis: Science and Ethics

pp. 67-68

Mentoring the Mentors: The Yoda Factor in Promoting Scientific Integrity

The Pressing Need for Postdoctoral Research Ethics Education

A Rose by Any Other Name Is Still a Rose

Book Reviews

What Makes Us Think? A Neuroscientist and Philosopher Argue about Ethics, Human Nature, and the Brain (review)

pp. 69-70

Animal Minds: Beyond Cognition to Consciousness (review)

pp. 70-71


pp. iv-vi