Table 1.
Description of the different approaches towards case-based discussions.
| S. No. | Authors | Number of students trained | The topic for the cases | Set-up |
|---|---|---|---|---|
| 1 | Cheung [29] | Not specified | End of life communication & care | Not specified |
| 2 | Aguilera et al. [30] | 73 over four years | Moral status, patient autonomy, informed consent; nonresuscitation orders, futility, advanced directives; ethical decision-making; confidentiality privacy; research versus practice; professionalism; ethical priority setting in health care | Longitudinal over six years of undergraduate period |
| 3 | Schildmann et al. [26] | 28 institutes of Germany (100–350 students per year) | End of life care, patient autonomy, the beginning of life and research ethics (Top four topics) | Incorporated in the regular curriculum (N = 19) or as a separate model curriculum (N = 5) or a parallel curriculum (N = 4) |
| 4 | Mahajan et al. [31] | 17 interns (pilot run) | Group dynamics; medical oaths; MCI and other regulations; principles of ethics, rights, and duties of patients and doctor; legal and ethical issues in body and organ donation, abortion, MTP, informed consent; Confidentiality, medical negligence, Euthanasia; Conflict of interest, Ethical dilemmas, and their resolution; Communication skills | Four-day long workshop conducted for the interns |
| 5 | Vergano et al. [4] | Not specified | Clinical ethics and end-of-life care | One day-long interactive session |
| 6 | Goldberg et al. [20] | Final year students of 2015 (N = 28) and 2016 (N = 56) | Palliative care ethics | A four-week module on palliative care ethics. One hour weekly session |
| 7 | Dasgupta [19] | 180 first-year medical students | Direct-to-consumer genetic testing, patient privacy, economic and legal issues of genetic testing | Two-hour session |
| 8 | Robeson & King [28] | Not specified | Bioethics & clinical ethics | Performable case study model |