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Anlatısallık ve Tıp Etiği Eğitimindeki Yeri

Year 2011, Volume: 64 Issue: 2, 59 - 73, 01.02.2011
https://doi.org/10.1501/Tipfak_0000000787

Abstract

References

  • Charon, R., Banks, J.T., Connely, J.E., Hawkins, A.H., Hunter, K.M., Jones, A.H., Montello, M., Poirer, S. Literature and medicine: Contributions to clinical practice. Annals of Internal Medicine, 1995; 122: 599-606.
  • Jones, A.H. Narrative in medical ethics. BMJ, 1999; 318: 253-256.
  • Charon, R., Montello, M. Memory and anticipation: The practice of narrative ethics. In: Charon, R., Montello, M., edi- tors. Stories Matter: The Role of Narrative in Medical Ethics. New York, London: Routledge; 2002. p. ix-xii.
  • Oğuz, N.Y. Klinik etik eğitiminde söylensel etiğin yeri. In: Ersoy, N., Gün- doğmuş, Ü. N., editors. 1. Ulusal Tıbbi Etik Kongresi Bildiriler Kitabı, Kocaeli: Ko- caeli Üniversitesi Tıp Fakültesi Yayını; 1999. p. 93-95.
  • Oguz, N.Y. Narrativity in bioethics: With special reference to medical ethics. Eubios Journal of Asian and International Bioethics, 1999; 9: 130-134.
  • Oguz, N.Y. The narrative approach in teaching medical ethics: The Turkish ex- perience. Medicine and Law, 2000; 19: 421- 431.
  • Nelson, H.L. Introduction: How to do things with stories. In: Nelson, H.L, edi- tor. Stories and Their Limits, New York, London: Routledge, 1997; p. vii-xx.
  • Nicholas, B., Gillett, G. Doctors’ stories, patients’ stories: A narrative approach to teaching medical ethics. Journal of Medical Ethics, 1997; 23: 295-299.
  • Kuçuradi, İ. Etik. 1. Baskı. Ankara: Tür- kiye Felsefe Kurumu; 1999.
  • Nelson, H.L. Context: Backward, sideways, and forward. In: Charon, R.,
  • Sözlük. 1. Cilt. Ankara: Türk Dil Kuru- mu; 1998.
  • Montello. M., editors. Stories Matter: The
  • Role of Narrative in Medical Ethics, New
  • York, London: Routledge, 2002; p. 39-47.
  • Camus, A.Veba. 4. Baskı. Çev: Nedret Tanyolaç Öztokat. İstanbul: Can Yayınla- rı; 2001.
  • Gillon, R. Bioethics, overview. In: Chadwick, R. editor. Encyclopedia of Applied Ethics (Volume 1), California: Academic Press, 1998; p. 305-317.
  • Svenaeus, F.Hermeneutics of clinical practice: The question of textuality. Theo- retical Medicine and Bioethics, 2000; 21: 171- 189.
  • Brody, H.Narrative ethics and institu- tional impact. In: Charon, R., Montello, M., editors. Stories Matter: The Role of Nar- rative in Medical Ethics, New York, Lon- don: Routledge, 2002; p. 149-153.
  • Jones, A.H.Literature and medicine: Narrative ethics. Lancet, 1997; 349: 1243- 1246.
  • Brody, H. “My story is broken; can you help me fix it?” Medical ethics and the joint construction of narrative. Literature and Medicine, 1994; 13: 79-92.
  • Murray, T.H.What do we mean by “nar- rative ethics”? In: Nelson, H.L, editor. Stories and Their Limits, New York, Lon- don: Routledge, 1997; p. 3-17.
  • Bruner, J.Narratives of human plight: A conversation with Jerome Bruner. In: Charon, R., Montello, M., editors. Stories Matter: The Role of Narrative in Medical Eth- ics, New York, London: Routledge, 2002; p. 3-9.
  • Zoloth, L.Making the things of the world: Narrative construction and the project of bioethics. The American Journal of Bioethics, 2001; 1: 59-61.
  • Greenhalgh, T., Hurwitz, B. Why study narrative? BMJ, 1999; 318: 48-50.
  • Hunter, K.M.Narrative, literature and the clinical exercise of practical reason. The Journal of Medicine and Philosophy, 1996; 21: 303-320.
  • Hornby, A.S.Oxford Advanced Learner’s Dictionary of Current English. London: Oxford University Press; 1974.
  • Frank, A.W. Overview: Can the patient speak? Second Opinion, 1992; 3: 78-81.
  • Carson, R.A. The hyphenated space: Liminality in the doctor-patient relation- ship. In: Charon, R., Montello, M., edi- tors. Stories Matter: The Role of Narrative in Medical Ethics, New York, London: Routledge, 2002; p. 171-182.
  • Nelson, H.L.Damaged Identities, Narra- tive Repair. Ithaca and London: Cornell University Press; 2001.
  • Churchill, L.R. Narrative ethics, gene stories, and the herneneutics of consent forms. In: Charon, R., Montello, M., edi- tors. Stories Matter: The Role of Narrative in Medical Ethics, New York, London: Routledge, 2002; p. 183-195.
  • Chambers, T.S.The bioethicist as author: The medical ethics case as rhetorical device. Literature and Medicine, 1994; 13: 60-78.
  • Nelson, S., McGillion, M.Expertise or performance? Questioning the rhetoric of contemporary narrative use in nursing. Journal of Advanced Nursing, 2004; 47: 631- 638.
  • Horowitz, C.R., Suchman, A.L., Branch, W.T., Frankel, R.M. What do doctors find meaningful about their work? Annals of Internal Medicine, 2003; 138: 772-776.
  • Charon, R.To render the lives of patients. Literature and Medicine, 1986; 5: 58-74.
  • Hunter, K.M.Doctors’ Stories: The Structure Narrative Knowledge. Princeton, New Jersey: Princeton University Press; 1991. Medical 33. Best, P.C.
  • Making hospice work:
  • Collaborative story-telling in family-care
  • conferences. Literature and Medicine, 1994; 13: 93-123.
  • Pennebaker, J.W.Telling stories: The health benefits of narrative. Literature and Medicine, 2000; 19: 3-18.
  • DasGupta, S.Reading bodies, writing bodies: Self-reflection and cultural criticism in a narrative medicine curriculum. Literature and Medicine, 2003; 22: 241-256.
  • Skott, C.Storied ethics: Conversations in nursing care. Nursing Ethics, 2003; 10: 368-376.
  • Holmes, M.S., Chambers, T.Thinking through pain. Literature and Medicine, 2005; 24: 127-141.
  • Brady, D.W., Corbie-Smith, G., Branch, W.T.“What’s important to you?”: The use of narratives to promote. Annals of In- ternal Medicine, 2002; 137: 220-223.
  • Gramling, K.L. A narrative study of nursing art in critical care. Journal of Holis- tic Nursing, 2004; 22: 379-398.
  • McQueen, L., Zimmerman, L. Using the interpretive narrative research method in interdisciplinary research projects. Journal of Nursing Education, 2006; 45: 475-478.
  • Drybye, L.N., Harris, I., Rohren, C.H. Early clinical experiences from students’ perspectives: A qualitative study of narra- tives. Academic Medicine, 2007; 82: 979- 988.
  • Petraglia, J. Narrative intervention in behavior and public health. Journal of Health Communication, 2007; 12: 493-505.
  • Miyasaka, M., Yamanouchi, K., Dewa, K., Sakurai, K. Narrative approach to ethics education for students without clinical experience. Forensic Science International, 2000; 113: 515-518.
  • Carson, A.M. That’s another story: Narra- tive methods and ethical practice. Journal of Medical Ethics, 2001; 27: 198-202.
  • DasGupta, S., Charon, R. Personal illness narratives: Using reflective writing to teach empathy. Academic Medicine, 2004; 49: 351-356.
  • Ironside, P.M. Using narrative pedagogy: Learning and practicing interpretive thinking. Journal of Advanced Nursing, 2006; 55: 478–486
  • Klitzman, R. Improving education on doctor-patient relationships and commu- nication: Lessons from doctors who be- come patients. Academic Medicine, 2006; 81, 447-453.
  • Chambers, T. The Fiction of Bioethics: Cases as Literary Texts. New York: Routledge; 1999.
  • Jones, A.H. The color of the wallpaper: Training for narrative ethics. In: Charon, R., Montello, M., editors. Stories Matter: The Role of Narrative in Medical Ethics, New York, London: Routledge, 2002; p. 160- 167.
  • Wear, A., Aultman, J.M. The limits of narrative: Medical student resistance to confronting inequality and oppression in literature and beyond. Medical Education, 2005; 39: 1056-1065.
  • Milton, C.L. Stories: Implications for nursing ethics and respect for another. Nursing Outlook, 2004; 54: 159-165.
  • Scheckel, M.M., Ironside, P.M. Cultivat- ing interpretive thinking through enacting narrative pedagogy. Nursing Outlook, 2006; 54: 159-165.
  • Kavas, M.V., Arda, B. Tıpta uzmanlık eğitiminde etiğin yeri. In: XII. Tıpta Uz- manlık Eğitimi Kurultayı, İzmir: TTB – Uzmanlık Dernekleri Eşgüdüm Kurulu, 2006; p: 20-23
  • Hattab, A.S. Current trends in teaching ethics of healthcare practices. Developing World Bioethics, 2004; 4: 160-172.
  • Goldie, J., Schwartz, M., Morrison, J. A process evaluation of medical ethics edu- cation in the first year of a new medical curriculum. Medical Education, 2000; 34: 468-473.
  • Abamor, Y. Tıp Etiğimi Sorunlarının Tıbbi Etik Eğitimine Yansıması ve Bir Model Öneri- si. Yayımlanmamış seminer metni. Anka- ra: Ankara Üniversitesi Tıp Fakültesi, Deontoloji Anabilim Dalı; 1995.
  • Arda, B., Aydın, E. Türkiye’de Tıp Fakül- telerinde Mezuniyet Öncesi Dönemde Etik Eğitimi Raporu. Ankara: Türkiye Bi- yoetik Derneği; 2001.
  • Arda, B., Örs, Y. Teaching medical ethics with an ethics to teach. Bulletin of Medical Ethics, 1996; March: 19-22.
  • Örs, Y., Oğuz, N.Y. Ankara Üniversitesi Tıp Fakültesi’ndeki tıbbi etik eğitimi ve araştırmalarında 25 yıl: 1974-1999. In: Hatemi, H., Doğan, H. editors. Medikal Etik-2 (İlkeler ve Sorunlar), İstanbul: Yüce, 2000; p. 41-54.
  • Civaner, M., Sarıkaya, Ö., Balcıoğlu, H. Uzmanlık eğitiminde tıp etiği. Anadolu Kardiyoloji Dergisi, 2009; 9: 132-138.
  • Gillon, R. Imagination, literature, medical ethics and medical practice. Journal of Medical Ethics, 1997; 23: 3-4.
  • Timuçin, A. Felsefe Sözlüğü. 4. Baskı. İstanbul: Bulut Yayınları; 2000.
  • Kreiswirth, M. Trusting the tale: The narrativist turn in the human sciences. New Literary History, 1992; 23: 629-657.
  • Kreiswirth, M. Merely telling stories? Narrative and knowledge in the human sciences. Poetics Today, 2000; 21: 293-318.
  • Aristoteles. Nikomakhos’a Etik. Çev: Saffet Babür. Ankara: Ayraç Yayınevi; 1998.
  • Hatem, D., Ferrara, E. Becoming a doc- tor: Fostering humane caregivers through creative writing. Patient Education and Counseling, 2001; 45: 13-22.
  • Chur-Hansen, A., Koopowitz, L. The patient’s voice in a problem-based learn- ing case. The Australasian Psychiatry, 2004; 12: 31-35.

Anlatısallık ve Tıp Etiği Eğitimindeki Yeri

Year 2011, Volume: 64 Issue: 2, 59 - 73, 01.02.2011
https://doi.org/10.1501/Tipfak_0000000787

Abstract

“Anlatısallık” kuramına göre, anlatarak, deneyimlerimizi öyküleyerek yașamımıza anlam atfederiz;
kimliğimizi, ideolojimizi anlatılar yoluyla örer, gerçekliği betimleyerek özgün biçimde yeniden
kurarız; bir anlatının karakterleri gibi bütünsellik duygusuyla yașar, yașamımızı bu bütünsellik
içinde değerli kılarız. Tikel deneyimlerimizde yatan anlam anlatılarla temsil edilebilir ve iletilebilir,
dolayısıyla anlatıların irdelenmesiyle su yüzüne çıkarılabilir.
Bugünkü genelgeçer anlayıșa göre etik, yabancılar arasındaki ilișkilerin “doğru” biçimde düzenlenmesiyle
ilgilidir. Biyoetikçi, haklarında yorumlarda bulunup kararlar vermesi beklenen durumlara
uzaktan bakan ve eylem seçenekleri önerdiği kișilerin arasına karıșmayan bir yargıç gibi davranır.
Kișilere değil, davranıșlara; değersel anlamlara değil değersel ikilemlere odaklanır. Bu yaklașım,
yalnızca nesnel koșullar altında yapılan değerlendirmeleri geçerli saydığı için öznel gerçekliğe kördür.
Tıp etiği eğitimi, öğrencileri, uğraș yașamları boyunca karșılașacakları etik ikilemleri doğru șekilde
değerlendirme, ilgili argümanları kavrama, kendi argümanını tutarlılık içinde olușturma ve
uygun biçimde ifade edip savunma gibi becerilerle donatmayı amaçlamaktadır. Ne var ki, kișiye
uğrașının değer yapısını sorgulamasını ve “iyi ve insancıl bir eyleme nasıl mümkündür?” sorusunu
yanıtlamasını sağlayacak yetileri kazandırmamaktadır. Tıp etiği eğitimi, sağlık çalıșanı adayını
“iyi bir insan” olma yönünde dönüștürecek ve uğrașının değerlerine ilișkin ona bütüncül bir
görü kazandıracak ise, tıbbın gündelik yașantılarına gömülü olan değersel anlamlara yönelik bir
yaklașım geliștirmek zorundadır.
Tıp etiği eğitimi günümüzde iki anlayıșın belirlenimi altındadır: 1) Tıbbın bilimle özdeșleștirilmesinden
köken alan “kanıta dayalı tıp” yaklașımı. 2) Etik eğitiminin kișilerin analitik akıl yürütme yeteneklerinin
geliștirilmesiyle ilgili olduğu savı. Anlatısallık bu tablonun bir parçası haline gelmeli; tıp
etiği eğitimi anlatısallık kuramından beslenmeli ve belirli ölçülerde onun tarafından belirlenmelidir.

References

  • Charon, R., Banks, J.T., Connely, J.E., Hawkins, A.H., Hunter, K.M., Jones, A.H., Montello, M., Poirer, S. Literature and medicine: Contributions to clinical practice. Annals of Internal Medicine, 1995; 122: 599-606.
  • Jones, A.H. Narrative in medical ethics. BMJ, 1999; 318: 253-256.
  • Charon, R., Montello, M. Memory and anticipation: The practice of narrative ethics. In: Charon, R., Montello, M., edi- tors. Stories Matter: The Role of Narrative in Medical Ethics. New York, London: Routledge; 2002. p. ix-xii.
  • Oğuz, N.Y. Klinik etik eğitiminde söylensel etiğin yeri. In: Ersoy, N., Gün- doğmuş, Ü. N., editors. 1. Ulusal Tıbbi Etik Kongresi Bildiriler Kitabı, Kocaeli: Ko- caeli Üniversitesi Tıp Fakültesi Yayını; 1999. p. 93-95.
  • Oguz, N.Y. Narrativity in bioethics: With special reference to medical ethics. Eubios Journal of Asian and International Bioethics, 1999; 9: 130-134.
  • Oguz, N.Y. The narrative approach in teaching medical ethics: The Turkish ex- perience. Medicine and Law, 2000; 19: 421- 431.
  • Nelson, H.L. Introduction: How to do things with stories. In: Nelson, H.L, edi- tor. Stories and Their Limits, New York, London: Routledge, 1997; p. vii-xx.
  • Nicholas, B., Gillett, G. Doctors’ stories, patients’ stories: A narrative approach to teaching medical ethics. Journal of Medical Ethics, 1997; 23: 295-299.
  • Kuçuradi, İ. Etik. 1. Baskı. Ankara: Tür- kiye Felsefe Kurumu; 1999.
  • Nelson, H.L. Context: Backward, sideways, and forward. In: Charon, R.,
  • Sözlük. 1. Cilt. Ankara: Türk Dil Kuru- mu; 1998.
  • Montello. M., editors. Stories Matter: The
  • Role of Narrative in Medical Ethics, New
  • York, London: Routledge, 2002; p. 39-47.
  • Camus, A.Veba. 4. Baskı. Çev: Nedret Tanyolaç Öztokat. İstanbul: Can Yayınla- rı; 2001.
  • Gillon, R. Bioethics, overview. In: Chadwick, R. editor. Encyclopedia of Applied Ethics (Volume 1), California: Academic Press, 1998; p. 305-317.
  • Svenaeus, F.Hermeneutics of clinical practice: The question of textuality. Theo- retical Medicine and Bioethics, 2000; 21: 171- 189.
  • Brody, H.Narrative ethics and institu- tional impact. In: Charon, R., Montello, M., editors. Stories Matter: The Role of Nar- rative in Medical Ethics, New York, Lon- don: Routledge, 2002; p. 149-153.
  • Jones, A.H.Literature and medicine: Narrative ethics. Lancet, 1997; 349: 1243- 1246.
  • Brody, H. “My story is broken; can you help me fix it?” Medical ethics and the joint construction of narrative. Literature and Medicine, 1994; 13: 79-92.
  • Murray, T.H.What do we mean by “nar- rative ethics”? In: Nelson, H.L, editor. Stories and Their Limits, New York, Lon- don: Routledge, 1997; p. 3-17.
  • Bruner, J.Narratives of human plight: A conversation with Jerome Bruner. In: Charon, R., Montello, M., editors. Stories Matter: The Role of Narrative in Medical Eth- ics, New York, London: Routledge, 2002; p. 3-9.
  • Zoloth, L.Making the things of the world: Narrative construction and the project of bioethics. The American Journal of Bioethics, 2001; 1: 59-61.
  • Greenhalgh, T., Hurwitz, B. Why study narrative? BMJ, 1999; 318: 48-50.
  • Hunter, K.M.Narrative, literature and the clinical exercise of practical reason. The Journal of Medicine and Philosophy, 1996; 21: 303-320.
  • Hornby, A.S.Oxford Advanced Learner’s Dictionary of Current English. London: Oxford University Press; 1974.
  • Frank, A.W. Overview: Can the patient speak? Second Opinion, 1992; 3: 78-81.
  • Carson, R.A. The hyphenated space: Liminality in the doctor-patient relation- ship. In: Charon, R., Montello, M., edi- tors. Stories Matter: The Role of Narrative in Medical Ethics, New York, London: Routledge, 2002; p. 171-182.
  • Nelson, H.L.Damaged Identities, Narra- tive Repair. Ithaca and London: Cornell University Press; 2001.
  • Churchill, L.R. Narrative ethics, gene stories, and the herneneutics of consent forms. In: Charon, R., Montello, M., edi- tors. Stories Matter: The Role of Narrative in Medical Ethics, New York, London: Routledge, 2002; p. 183-195.
  • Chambers, T.S.The bioethicist as author: The medical ethics case as rhetorical device. Literature and Medicine, 1994; 13: 60-78.
  • Nelson, S., McGillion, M.Expertise or performance? Questioning the rhetoric of contemporary narrative use in nursing. Journal of Advanced Nursing, 2004; 47: 631- 638.
  • Horowitz, C.R., Suchman, A.L., Branch, W.T., Frankel, R.M. What do doctors find meaningful about their work? Annals of Internal Medicine, 2003; 138: 772-776.
  • Charon, R.To render the lives of patients. Literature and Medicine, 1986; 5: 58-74.
  • Hunter, K.M.Doctors’ Stories: The Structure Narrative Knowledge. Princeton, New Jersey: Princeton University Press; 1991. Medical 33. Best, P.C.
  • Making hospice work:
  • Collaborative story-telling in family-care
  • conferences. Literature and Medicine, 1994; 13: 93-123.
  • Pennebaker, J.W.Telling stories: The health benefits of narrative. Literature and Medicine, 2000; 19: 3-18.
  • DasGupta, S.Reading bodies, writing bodies: Self-reflection and cultural criticism in a narrative medicine curriculum. Literature and Medicine, 2003; 22: 241-256.
  • Skott, C.Storied ethics: Conversations in nursing care. Nursing Ethics, 2003; 10: 368-376.
  • Holmes, M.S., Chambers, T.Thinking through pain. Literature and Medicine, 2005; 24: 127-141.
  • Brady, D.W., Corbie-Smith, G., Branch, W.T.“What’s important to you?”: The use of narratives to promote. Annals of In- ternal Medicine, 2002; 137: 220-223.
  • Gramling, K.L. A narrative study of nursing art in critical care. Journal of Holis- tic Nursing, 2004; 22: 379-398.
  • McQueen, L., Zimmerman, L. Using the interpretive narrative research method in interdisciplinary research projects. Journal of Nursing Education, 2006; 45: 475-478.
  • Drybye, L.N., Harris, I., Rohren, C.H. Early clinical experiences from students’ perspectives: A qualitative study of narra- tives. Academic Medicine, 2007; 82: 979- 988.
  • Petraglia, J. Narrative intervention in behavior and public health. Journal of Health Communication, 2007; 12: 493-505.
  • Miyasaka, M., Yamanouchi, K., Dewa, K., Sakurai, K. Narrative approach to ethics education for students without clinical experience. Forensic Science International, 2000; 113: 515-518.
  • Carson, A.M. That’s another story: Narra- tive methods and ethical practice. Journal of Medical Ethics, 2001; 27: 198-202.
  • DasGupta, S., Charon, R. Personal illness narratives: Using reflective writing to teach empathy. Academic Medicine, 2004; 49: 351-356.
  • Ironside, P.M. Using narrative pedagogy: Learning and practicing interpretive thinking. Journal of Advanced Nursing, 2006; 55: 478–486
  • Klitzman, R. Improving education on doctor-patient relationships and commu- nication: Lessons from doctors who be- come patients. Academic Medicine, 2006; 81, 447-453.
  • Chambers, T. The Fiction of Bioethics: Cases as Literary Texts. New York: Routledge; 1999.
  • Jones, A.H. The color of the wallpaper: Training for narrative ethics. In: Charon, R., Montello, M., editors. Stories Matter: The Role of Narrative in Medical Ethics, New York, London: Routledge, 2002; p. 160- 167.
  • Wear, A., Aultman, J.M. The limits of narrative: Medical student resistance to confronting inequality and oppression in literature and beyond. Medical Education, 2005; 39: 1056-1065.
  • Milton, C.L. Stories: Implications for nursing ethics and respect for another. Nursing Outlook, 2004; 54: 159-165.
  • Scheckel, M.M., Ironside, P.M. Cultivat- ing interpretive thinking through enacting narrative pedagogy. Nursing Outlook, 2006; 54: 159-165.
  • Kavas, M.V., Arda, B. Tıpta uzmanlık eğitiminde etiğin yeri. In: XII. Tıpta Uz- manlık Eğitimi Kurultayı, İzmir: TTB – Uzmanlık Dernekleri Eşgüdüm Kurulu, 2006; p: 20-23
  • Hattab, A.S. Current trends in teaching ethics of healthcare practices. Developing World Bioethics, 2004; 4: 160-172.
  • Goldie, J., Schwartz, M., Morrison, J. A process evaluation of medical ethics edu- cation in the first year of a new medical curriculum. Medical Education, 2000; 34: 468-473.
  • Abamor, Y. Tıp Etiğimi Sorunlarının Tıbbi Etik Eğitimine Yansıması ve Bir Model Öneri- si. Yayımlanmamış seminer metni. Anka- ra: Ankara Üniversitesi Tıp Fakültesi, Deontoloji Anabilim Dalı; 1995.
  • Arda, B., Aydın, E. Türkiye’de Tıp Fakül- telerinde Mezuniyet Öncesi Dönemde Etik Eğitimi Raporu. Ankara: Türkiye Bi- yoetik Derneği; 2001.
  • Arda, B., Örs, Y. Teaching medical ethics with an ethics to teach. Bulletin of Medical Ethics, 1996; March: 19-22.
  • Örs, Y., Oğuz, N.Y. Ankara Üniversitesi Tıp Fakültesi’ndeki tıbbi etik eğitimi ve araştırmalarında 25 yıl: 1974-1999. In: Hatemi, H., Doğan, H. editors. Medikal Etik-2 (İlkeler ve Sorunlar), İstanbul: Yüce, 2000; p. 41-54.
  • Civaner, M., Sarıkaya, Ö., Balcıoğlu, H. Uzmanlık eğitiminde tıp etiği. Anadolu Kardiyoloji Dergisi, 2009; 9: 132-138.
  • Gillon, R. Imagination, literature, medical ethics and medical practice. Journal of Medical Ethics, 1997; 23: 3-4.
  • Timuçin, A. Felsefe Sözlüğü. 4. Baskı. İstanbul: Bulut Yayınları; 2000.
  • Kreiswirth, M. Trusting the tale: The narrativist turn in the human sciences. New Literary History, 1992; 23: 629-657.
  • Kreiswirth, M. Merely telling stories? Narrative and knowledge in the human sciences. Poetics Today, 2000; 21: 293-318.
  • Aristoteles. Nikomakhos’a Etik. Çev: Saffet Babür. Ankara: Ayraç Yayınevi; 1998.
  • Hatem, D., Ferrara, E. Becoming a doc- tor: Fostering humane caregivers through creative writing. Patient Education and Counseling, 2001; 45: 13-22.
  • Chur-Hansen, A., Koopowitz, L. The patient’s voice in a problem-based learn- ing case. The Australasian Psychiatry, 2004; 12: 31-35.
There are 72 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Mustafa Volkan Kavas This is me

Publication Date February 1, 2011
Published in Issue Year 2011 Volume: 64 Issue: 2

Cite

APA Kavas, M. V. (2011). Anlatısallık ve Tıp Etiği Eğitimindeki Yeri. Ankara Üniversitesi Tıp Fakültesi Mecmuası, 64(2), 59-73. https://doi.org/10.1501/Tipfak_0000000787
AMA Kavas MV. Anlatısallık ve Tıp Etiği Eğitimindeki Yeri. Ankara Üniversitesi Tıp Fakültesi Mecmuası. February 2011;64(2):59-73. doi:10.1501/Tipfak_0000000787
Chicago Kavas, Mustafa Volkan. “Anlatısallık Ve Tıp Etiği Eğitimindeki Yeri”. Ankara Üniversitesi Tıp Fakültesi Mecmuası 64, no. 2 (February 2011): 59-73. https://doi.org/10.1501/Tipfak_0000000787.
EndNote Kavas MV (February 1, 2011) Anlatısallık ve Tıp Etiği Eğitimindeki Yeri. Ankara Üniversitesi Tıp Fakültesi Mecmuası 64 2 59–73.
IEEE M. V. Kavas, “Anlatısallık ve Tıp Etiği Eğitimindeki Yeri”, Ankara Üniversitesi Tıp Fakültesi Mecmuası, vol. 64, no. 2, pp. 59–73, 2011, doi: 10.1501/Tipfak_0000000787.
ISNAD Kavas, Mustafa Volkan. “Anlatısallık Ve Tıp Etiği Eğitimindeki Yeri”. Ankara Üniversitesi Tıp Fakültesi Mecmuası 64/2 (February 2011), 59-73. https://doi.org/10.1501/Tipfak_0000000787.
JAMA Kavas MV. Anlatısallık ve Tıp Etiği Eğitimindeki Yeri. Ankara Üniversitesi Tıp Fakültesi Mecmuası. 2011;64:59–73.
MLA Kavas, Mustafa Volkan. “Anlatısallık Ve Tıp Etiği Eğitimindeki Yeri”. Ankara Üniversitesi Tıp Fakültesi Mecmuası, vol. 64, no. 2, 2011, pp. 59-73, doi:10.1501/Tipfak_0000000787.
Vancouver Kavas MV. Anlatısallık ve Tıp Etiği Eğitimindeki Yeri. Ankara Üniversitesi Tıp Fakültesi Mecmuası. 2011;64(2):59-73.