{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,11,12]],"date-time":"2026-11-12T14:48:36Z","timestamp":1794494916024,"version":"4.9.1"},"reference-count":21,"publisher":"Springer Science and Business Media LLC","license":[{"start":{"date-parts":[[2026,9,23]],"date-time":"2026-09-23T00:00:00Z","timestamp":1790121600000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"},{"start":{"date-parts":[[2026,9,23]],"date-time":"2026-09-23T00:00:00Z","timestamp":1790121600000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"}],"content-domain":{"domain":["link.springer.com"],"crossmark-restriction":false},"short-container-title":["HEC Forum"],"abstract":"<jats:title>Abstract<\/jats:title>\n                  <jats:p>This essay argues that the professional formation of clinical ethicists should be neither reduced to technical competency nor equated with possession of authoritative moral answers. In conditions of reasonable moral pluralism, the distinct professional identity of the clinical ethicist is better grounded in a disciplined practice: rigorous ethical analysis, transparent reason-giving, role clarity, respect for affected persons, attention to power and exclusion, and a willingness to revise judgments. I define professional moral humility as recognition of the fallibility and situated character of one\u2019s normative judgment while retaining the responsibility to make reasoned recommendations when warranted. This posture responds to a central concern about professionalization: credentials can be mistaken for authority to settle contested moral questions. Humility does not require moral skepticism, relativism, or value-neutral facilitation. Rather, it requires consultants to identify the normative premises of their recommendations, distinguish professional and legal constraints from contestable moral judgments, engage credible counterarguments, and remain open to correction. Building on current professional standards and recent empirical data about ethics consultation services and fellowship training, the essay proposes a competency-based approach that links observable consultation skills with longitudinal professional identity formation. Teaching strategies include mentored case participation, structured reflection, interprofessional simulation, and formative standardized encounters. A developmental rubric operationalizes humility, reason-giving, role integrity, justice-sensitive inquiry, reflective practice, and professional leadership. Professionalizing clinical ethics is justified not because ethicists possess the moral truth, but because patients, families, clinicians, and institutions benefit from accountable practitioners trained to reason publicly, listen seriously, and act within defensible professional limits.<\/jats:p>","DOI":"10.1007\/s10730-026-09614-8","type":"journal-article","created":{"date-parts":[[2026,9,23]],"date-time":"2026-09-23T14:44:09Z","timestamp":1790174649000},"update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":1,"title":["Professional Socialization and Competency-Based Role Development in Clinical Ethics"],"prefix":"10.1007","author":[{"given":"Renee","family":"McLeod-Sordjan","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"297","published-online":{"date-parts":[[2026,9,23]]},"reference":[{"key":"9614_CR1","volume-title":"Code of ethics and professional responsibilities for healthcare ethics consultants","author":"American Society for Bioethics and Humanities","year":"2014","unstructured":"American Society for Bioethics and Humanities. 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