The article explores pedagogical methods to enhance ethical care in medical training, highlighting their importance.
The article reflects on the integration of a “diffused pedagogical core” into medical training, considering clinical practice as intrinsically educational. It links therapeutic effectiveness (to cure) to the ethical and relational quality of care (to care), framing the latter as a paradigm of professional identity. In the field of Medical Humanities, storytelling, simulation and counselling emerge as methods for promoting reflexivity and ethical responsibility in healthcare.
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Maulini et al. (2026) studied this question.
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