Resources & Publication

1.      Gulino M, Patuzzo S, Baldelli I, et al. Bioethics in Italian Medical and Healthcare Education. A Pilot Study. Acta Biomed. 2019;89(4):519-531. Published 2019 Jan 15. doi:10.23750/abm.v89i4.7238 – Examines bioethics education in Italian medical and healthcare programmes and provides information on students’ perceptions and preferred approaches to bioethics teaching.

2.      de Lemos Tavares ACAL, Travassos AGA, Rego F, Nunes R. Bioethics curriculum in medical schools in Portuguese-speaking countries. BMC Med Educ. 2022;22(1):199. Published 2022 Mar 22. doi:10.1186/s12909-022-03250-9 – Reviews bioethics curricula in Portuguese-speaking medical schools and provides information on how bioethics is incorporated across existing curricula.

3.      Shirazi B, Riaz Q, Jafarey AM, Ahmed R, Shamim MS. The current status and challenges of bioethics education in undergraduate medical education in Karachi, Pakistan. BMC Med Educ. 2024;24(1):737. Published 2024 Jul 9. doi:10.1186/s12909-024-05599-5 – Examines the current status and challenges of undergraduate bioethics education in Karachi and provides information on existing teaching practices and implementation barriers.

4.      Kelly E, Nisker J. Increasing bioethics education in preclinical medical curricula: what ethical dilemmas do clinical clerks experience?. Acad Med. 2009;84(4):498-504. doi:10.1097/ACM.0b013e31819a8b30 – Explores ethical dilemmas experienced by medical students during clinical clerkships and provides information on the ethical issues students encounter in clinical practice.

5.      Howard F, McKneally MF, Levin AV. Integrating bioethics into postgraduate medical education: the University of Toronto model. Acad Med. 2010;85(6):1035-1040. doi:10.1097/ACM.0b013e3181dbebb8 – Describes the University of Toronto model for integrating bioethics into postgraduate education and provides a framework for incorporating ethics into specialty training.

6.      D’Souza RF, Mathew M, D’Souza DSJ, Palatty P. Novel horizontal and vertical integrated bioethics curriculum for medical courses. Med Teach. 2018;40(6):573-577. doi:10.1080/0142159X.2018.1442921 – Describes a horizontally and vertically integrated bioethics curriculum and provides an example of integrating bioethics progressively across the medical curriculum.

7.      Allana AA, Ali SK, Ghias K. Bioethics curriculum for undergraduate medical students: an evaluation study utilizing mixed methods approach. BMC Med Educ. 2024;24(1):385. Published 2024 Apr 8. doi:10.1186/s12909-024-05376-4 – Evaluates a longitudinal undergraduate bioethics curriculum and provides information on its perceived effectiveness among students and faculty.

8.      Shallal TMA, Alkhateeb NE, Al-Dabbagh A. Virtual faculty development program in bioethics evaluated by Kirkpatrick model: A unique opportunity. PLoS One.  2023;18(10):e0293008. Published 2023 Oct 30. doi:10.1371/journal.pone.0293008 – Evaluates a virtual faculty-development programme in bioethics and provides information on its effectiveness in improving faculty preparedness for teaching bioethics.

9.      Ashfaq T, Ishaq A, Shahzad F, Saleem F. Knowledge and perception about bioethics: A comparative study of private and government medical college students of Karachi Pakistan. J Family Med Prim Care. 2021;10(3):1161-1166. doi:10.4103/jfmpc.jfmpc_103_21 – Compares bioethics knowledge and perceptions among government and private medical students and provides information on students’ existing bioethics understanding.

10.  Shrivastava SR, Shrivastava PS. Ensuring training of medical students in bioethics competencies as an integral part of medical curriculum. Current Medical Issues. 2022 Jul 1;20(3):201-4. – Discusses bioethics competencies in medical education and provides a basis for incorporating competency-based bioethics training into the curriculum.

11.  Mijaljica G. Medical ethics, bioethics and research ethics education perspectives in South East Europe in graduate medical education. Sci Eng Ethics. 2014;20(1):237-247. doi:10.1007/s11948-013-9432-9 – Examines ethics education in postgraduate medical programmes in Southeast Europe and provides information on existing curricular approaches and gaps.

12.  D’Souza, R.F., Mathew, M. & Surapaneni, K.M. Entrustable professional ethical actions (EPEAs): pioneering a new paradigm for bioethics training & assessment in graduate medical education. International Journal of Ethics Education 10, 103–115 (2025). https://doi.org/10.1007/s40889-025-00209-4 – Introduces Entrustable Professional Ethical Actions for bioethics education and provides a framework for assessing ethical competencies through observable professional actions.

13.  Franco D’Souza R, Mathew M, Mishra V, Surapaneni KM. Twelve tips for addressing ethical concerns in the implementation of artificial intelligence in medical education. Med Educ Online. 2024;29(1):2330250. doi:10.1080/10872981.2024.2330250 – This article provides practical guidance on identifying and addressing ethical concerns that arise when implementing artificial intelligence in medical education, with a focus on responsible and ethical use of AI.

14.  Franco D’Souza, R., Surapaneni, K.M., P, S. et al. Convergence of Diverse Expertise: A Multidisciplinary Training on the Ethics of Artificial Intelligence in Healthcare Technology and Research. J Acad Ethics 23, 885–899 (2025). https://doi.org/10.1007/s10805-024-09593-w – This study describes a multidisciplinary training programme on the ethics of artificial intelligence in healthcare technology and research, bringing together diverse professional perspectives to promote responsible and ethical AI use.

15.  D’Souza RF, Surapaneni KM, Mathew M, Amanullah S, Thornton JE, Tandon R. The INNOVATE framework to foster ethics of artificial intelligence. Recenti Prog Med. 2025;116(3):175-186.doi:10.1701/4460.44558. This article introduces the INNOVATE framework to help educators and healthcare professionals identify, understand and address ethical issues related to artificial intelligence in healthcare, education and research.

16.  Franco D’Souza, R., Mathew, M., Louis Palatty, P. et al. Teaching humanism with humanoid: evaluating the potential of ChatGPT-4 as a pedagogical tool in bioethics education using validated clinical case vignettes. International Journal of Ethics Education9, 229–241 (2024). https://doi.org/10.1007/s40889-024-00190-4. – This study explores the use of ChatGPT-4 as a teaching tool in bioethics education using validated clinical case vignettes, examining its potential to support teaching of humanism, ethical reasoning and discussion of clinical ethical issues.