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Unanswered questions about medical ethics education in Japan - Atsushi Asai , EJAIB 6 (1996), 160-2.
Lessons from Clinical Anthropology Classes for Undergraduate Students - S.Shoji, K. Kamiya, D. Macer , EJAIB 6 (1996), 162-3.
Seeking advice on evaluation methods for high school bioethics education - Vaille Dawson , EJAIB 6 (1996), 163.
The Teaching of Medical Ethics in Beijing Medical University - Cong Yali / Commentary on Cong: Teaching Medical Ethics, a Call for an Asian and International Discussion - Frank J. Leavitt EJAIB 7 (1997), 71.
Establishment of High School Bioethics Education Network - Yukiko Asada & Darryl Macer EJAIB 7 (1997), 73-77.
Biotechnology and young citizens: Biocult in New Zealand and Japan - Darryl Macer, Hiroko Obata, Mairi Levitt, Howard Bezar, Ken Daniels EJAIB 7 (1997), 111-114.
Commentary on Macer et al.:Science, Education and Nature - Masahiro Morioka EJAIB 7 (1997), 115.
Inclusion of Bioethics Education in Biotechnology Courses - Vaille Dawson & Peter Taylor EJAIB 7 (1997), 171-5.
A comparison of bioethics in school text books in India and Japan - Minakshi Bhardwaj and Darryl Macer EJAIB 9 (1999), 56-9.
Bioethics Education in a High School Ethics Class - Otani Izumi EJAIB 9 (1999), 78-9.
Bioethics Education Network in Japanese High Schools - Hiroaki Koizumi EJAIB 9 (1999), 79-80.
Advanced Education Image for the 21st Century in Japan - Hiroko Itatani EJAIB 9 (1999), 80-1.
What ought to be done regarding health care ethics education in Japan? - Atsushi Asai, Shizuko Nagata & Tsuguya Fukui EJAIB 10 (2000), 2-5.
Commentary on Asai: Against universalism in clinical ethics - Yeruham Frank Leavitt EJAIB 10 (2000), 5.
Higher Education on the Pedestal of Academic Dishonesty - Dr.D.S.Sheriff, S. Omer Sheriff and M.Manopriya EJAIB 10 (2000), 6-8.
The Teaching of Bioethics & the Training of a Socially Responsible Physician - Michael Cheng-tek Tai EJAIB 10 (2000), 17-19.
Importance of Bioethics in Science Education - M. Selvanayagam and Francis P.Xavier EJAIB 10 (2000), 48-51.
Bioethics education among Singapore high school science teachers - Darryl Macer and Chin Choon Ong EJAIB 9 (1999), 138-145.
Expectations of biotech of Japanese high school students in 1998 - Hiromitsu Komatsu & Darryl Macer, EJAIB 10 (July 2000), 142-7.
Commentary on Komatsu and Macer - Masahiro Morioka , EJAIB 10 (July 2000), 148.
The UNESCO Declaration as a tool to bring together the Biology and the Law departments at the Univ. Cergy-Pontoise - F. Hardy, C. Bourdon and G. Kutukdjian , EJAIB 10 (July 2000), 154-7.
Commentary on Hardy, Bourdon & Kutukdjian -Yeruham Frank Leavitt , EJAIB 10 (July 2000), 157-8.
Ethics Education or Moral Preaching? - Ole Doering , EJAIB 10 (Nov 2000), 185-6.
Education and Bioethics- Raghwesh Ranjan , EJAIB 10 (Nov 2000), 186-7.
Can Ethics be Taught? - D.S.Sheriff > , EJAIB 11 (Jan 2001), 15-7.
Change in high school student attitudes to biotechnology in response to teaching materials - Takeishi Oka & D. Macer , EJAIB 10 (Nov 2000), 174-8.
Views of Indian Medical Students on Bioethics and the Teaching of Ethics - Pushpa Dhar and Darryl Macer EJAIB 11 (May 2001), 78-82.
Bioethics for the Deprived: Comments on Dhar and Macer - Frank (Yeruham) Leavitt EJAIB 11 (May 2001), 82.
Bioethics, Communication Problems: Need for Media and Pressure Group Activism - R.N. Sharma EJAIB 11 (July 2001), 102-105.

Bioethics Education in Croatia (Rijeka model)- Nada Gosic and Ivan Segota EJAIB 11 (July 2001), 105-106.

Teaching Bioethics in Two Cultures, Thailand and USA - Ann Lewis Boyd and Ole Doering EJAIB 11 (Nov. 2001), 184-9.

Education of Medical Ethics at Istanbul and Uludag Universities, Turkey - A.D.Erdemir and O.Oncel EJAIB 11 (Nov. 2001), 189-191.

Stories from the Bioscience Ethics Classroom: Under- graduate students' perceptions of their learning - Wilhelmina Van Rooy and Irina Pollard EJAIB 12 (Jan. 2002), 26-30.

Bioethics is Love of Life: An alternative textbook on cross-cultural ethics by Darryl Macer (1998)

Darryl MACER, The Purposes of Bioethics Education: Lessons from Japan and Asia, pp. 241-250 in Editors: Song Sang-youg, Koo Young-Mo & Darryl R.J. Macer, Asian Bioethics in the 21st Century, Eubios Ethics Institute, 2003.
Baby Flankitt VITTABAI, Jayapaul AZARIAH, Darryl MACER, Bioethics Education and Awareness in Schools in Tamil Nadu, India, pp. 268-77 in Editors: Song Sang-youg, Koo Young-Mo & Darryl R.J. Macer, Asian Bioethics in the 21st Century, Eubios Ethics Institute, 2003.
Bioethics for Informed Citizens Across Cultures (textbook)
Medical Educational Effect of Group Encounters - Hiroko Itatani, T. Kikkawa, K. Takeda, Y. Shinpo EJAIB 12 (July 2002), 123-128.

EJAIB 12 (2002), 224-5 The Importance of Nighttime Course Education in Japanese High Schools - Miyako Tachibana

EJAIB 12 (2002), 225-8 Biology & life views through a class on brain death - Naoki Shiraishi

E-Health Ethics: A Yet to be Recognized Issue in Medicine and Medical Ethics - Hans-Martin Sass & Xiaomei Zhai , EJAIB 14 (2004), 147-148.
E-Health, Health Promotion and Wellness Communities in Cyberspace - Hans-Martin Sass , EJAIB 14 (2004), 170-174.
Ethical Issues of Clinical Teaching in Chinese Hospitals: Informed consent is of great significance to clinical teaching - Xiaoyang Chen and Tongwei Yang , EJAIB 14 (2004), 216-218.
BBRT1 abstracts EJAIB 15 (July, 2005), 100-135.

Darryl Macer, Report of the First UNESCO Bangkok Bioethics Roundtable (BBRT1) EJAIB 15 (Nov. 2005), 191-5.
Report on Bioethics Education Textbook Project Meeting EJAIB 15 (Nov. 2005), 195-7. Mônica C. Serra, Bioethics and Dentistry: Teaching and Research in Brazilian Faculties of Dentistry EJAIB 16 (May 2006), 85-91.
Noritoshi Tanida, Masumi Ueda, Susumu Hoshino, Masaru Kawasaki, Yohei Fukumoto, Difference in ethical views among first-year to sixth-year students in a medical school EJAIB 16 (May 2006), 91-6.

A paper reflecting on teaching in Turkey is Y. Ors, "Teaching medical ethics in the subjunctive mood", BME 93 (Nov 1993), 31-6. It provides some advice from his experiences over two decades, in teaching in a positivist way. Also on education in medicine and biology see Science 262 (1993), 498-9; and on special entry fees in entry to medical school in India, Lancet 342 (1993), 1227. Such "extra" fees are routine in private Japanese universities (i.e. entry requires a "monetary gift" to the University).

Medical ethics education is discussed in N.G. Stevens & T.R. McCormick, "What are students thinking when we present ethics cases?: an example focusing on confidentiality and substance abuse", JME 20 (1994), 112-7; K.R. Mitchell et al., "Assessing the clinical ethical competence of undergraduate medical students", JME 19 (1993), 230-6; Hospital Ethics (March 1994), 4-5; (May), 16; Lancet 343 (1994), 1435. General bioethics education is discussed in Research in Science & Technological Education 12: 77-89; J. Moral Education 23 (1994), 61-73 (in Singapore), 183-98; Lancet 344 (1994), 71-2.

A new degree, Master in Bioethics and Health Law is being offered by the Bioethics Research Centre, University of Otago, P.O. Box 913, Dunedin, New Zealand. The need for more scientific medical training is made in Nature 371 (1994), 100; and in general, JAMA 272 (1994), 504-5; Macleod, S.M. & McCullough, H.N. "Social science education as a component of medical training", SSM 39 (1994), 1367-73; Feudtner, C. et al. "Do clinical clerks suffer ethical erosion? Students' perceptions of their ethical environment and personal development", Acad. Med. 69 (1994), 670-9; Sainsbury, R. et al. "Do the clinical years change medical students' attitudes to old people"?", Med. Education 28: 307-11. Entry to medical school is discussed in Med. Education 28: 263-4, 265-70; and a list of US and Canadian medical schools is JAMA 272 (1994), 694-701+.

Ethics education is discussed in Hospital Ethics (Sept 1994), 14; CMAJ 151 (1994), 415-7. Swiss medical schools will test aptitude, Lancet 344 (1994), 1424.

World parliamentarians at the Inter-Parliamentary Union (IPU) conference in the Madrid meeting approved a resolution on bioethics, saying bioethics should be taught at all levels of education and governments should ''provide their citizens with exact information on issues related to bioethics (and encourage) ongoing debate on these issues.'' The IPU acknowledged that it would be difficult to draw up universally-acceptable guidelines on medical research. But it called for ''an international corpus of common principles which respect diversity of culture, belief, spiritual values and historical heritage.'' It urged non-member states of the Council of Europe to accede to the European Convention on Bioethics, ''thereby giving it a universal character.'' The draft convention bans the creation of embryos for strictly investigative use and the use of human beings for tests other than diagnosis or treatment. Some scientists say biomedical research into many diseases would be seriously hindered if such restrictions on embryo use were adopted worldwide; Reuters World Service (1 April).

On medical education, Lancet 345 (1995), 966-8, 1032-4, 1093-5, 1151-3; NEJM 332 (1995), 1507-9; BMJ 310 (1995), 994-6; JAMA 273 (1995), 771, 1061-4, 1533. A case of cheating is reported in Leavitt, F.J. "Cheating in medical school", BMJ 310 (1995), 1014-5. On ethics education, JAMA 273 (1995), 1386-9; JME 21 (1995), 97-103

A report on methods used to train ethics teachers for medical school in Germany is Dressel, R. et al. "Training ethics teachers in Germany", BME 109 (1995), 13-5. An agent centred approach to ethics teaching is discussed in Whitbeck, C. "Teaching ethics to scientists and engineers: Moral agents and moral problems", Science and Engineering Ethics 1 (1995), 299-308; and on values education, Grundstein-Amado, R. "Values education: a new direction for medical education", JME 21 (1995), 174-8. On teaching sociology of medicine, Medical Education 29 (1995), 205-10; Lancet 345 (1995), 1440-1. Evidence-based medicine is called for in Australia,in MJA 163 (1995), 60-1.

Medical education in Lancet 346 (1995), 892; BMJ 311 (1995), 642. Critiques of the word bioethicist are Bioethics 9 (1995), 361-79; BME 111 (Sept 1995), 2. A system of assessment methods and education has been introduced in various countries to attempt to maintain professional standards; JAMA 274 (1995), 700-5. An interesting set of kits is produced by the Royal Australasian College of Physicians (Contact Mr Neil Paget, Director of Education, RACP, 145 Macquarie Street, Sydney NSW 2000, Australia).

Ways to measure moral reasoning among nurses during training are explored in Nursing Ethics 2 (1995), 303-14. On medical education and society, CMAJ 153 (1993), 1433-6; and medical humanities, Lancet 346 (1995), 1143-5; JAMA 274 (1995), 1738. A US study found literacy was very low in some hospitals, preventing real understanding, JAMA 274 (1995), 1677-82, 1719-20. Ethics education is discussed in JME 21 (1995), 133-4, 174-8, 234-8.

A study of communication skills is in Medical Education 29 (1995), 424-9.

The changes resulting from ethics education is discussed in Holm S. et al. "Changes in moral reasoning and the teaching of medical ethics", Medical Education 29 (1995), 420-3. Maturity in medical students is recommended in Lancet 347 (1996), 55-6.

A paper looking at how to educate nurses about bioethics is Leavitt, FJ. "Educating nurses for their future role in bioethics", Nursing Ethics 3 (1996), 39-52. The effects of ethics education a discussed in Nursing Ethics 3 (1996), 53-64.

A review of medical ethics teaching is Arda, B. & Ors, Y. "Teaching medical ethics with an ethics to teach", BME 116 (1996), 19-22. They are from Turkey. Also on education, JME 22 (1996), 3-4, 46-52. The use of poetry on medical rounds is discussed in Lancet 347 (1996), 447-9; also see the papers by Ors and comments by Leavitt and Hare on ethicodrama or psychodrama in EJAIB. The effects of information technologies on medicine is discussed in JAMA 275 (1996), 669-70, 735. Culture also affects the way science is learnt, Int. J. Sci. Educ. 17 (1995), 695-704.