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This chapter aims to help readers understand their responsibilities as persons and as journalists, and to provide them with a framework for addressing the ethical issues that routinely arise in the practice of journalism. The approach, which is informed by the basic tenets of Western ethical traditions and which borrows from Ozar's and Elliott's previous works, develops from the abstract to the concrete. That is, it moves from a discussion of the purpose of journalism, and the specific values that emerge from that purpose, to ideal relationships and practice rules, and ultimately, to a recommended method.

Purpose This scoping review explores how virtue and care ethics are incorporated into health professions education and how these factors may relate to the development of humanistic patient care. Method Our team identified citations in the literature emphasizing virtue ethics and care ethics (in PubMed, NLM Catalog, WorldCat, EthicsShare, EthxWeb, Globethics.net, Philosopher’s Index, and ProQuest Central) lending themselves to constructs of humanism curricula. Our exclusion criteria consisted of non-English articles, those not addressing virtue and care ethics and humanism in medical pedagogy, and those not addressing aspects of character in health ethics. We examined in a stepwise fashion whether citations: 1) Contained definitions of virtue and care ethics; 2) Implemented virtue and care ethics in health care curricula; and 3) Evidenced patient-directed caregiver humanism. Results Eight hundred eleven citations were identified, 88 intensively reviewed, and the final 25 analyzed in-depth. We identified multiple key themes with relevant metaphors associated with virtue/care ethics, curricula, and humanism education. Conclusions This research sought to better understand how virtue and care ethics can potentially promote humanism and identified themes that facilitate and impede this mission.

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