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Journal articles on the topic 'Ethics : Medical ethics'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 February 2022

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1

HARABIŠOVÁ, Michaela. "MEDICAL ETHICS IN DIMENSIONS." Scientific Papers of Silesian University of Technology. Organization and Management Series 2018, no. 122 (2018): 51–58. http://dx.doi.org/10.29119/1641-3466.2018.122.6.

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2

Boudreau, Richard. "Meaning in Medical Ethics." General medicine and Clinical Practice 1, no. 2 (September 24, 2018): 01–03. http://dx.doi.org/10.31579/2639-4162/007.

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Medical ethics is a system of moral principles that applies values to the practice of clinical medicine and to scientific research. They are based on a set of values that professionals can refer to in the event that they are in conflict or are confused. The values include: beneficence, non-maleficence, autonomy, justice, veracity, dignity. The code of ethics is based on the understanding of the goals of medicine dating back to the 5th century B.C. and Hippocrates. By 1847, the code of ethics was based greatly on Thomas Percival's work. He was an English physician-philosopher and wrote a code of medical ethics for hospitals in 1803.

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3

Piryani, R. M. "Medical ethics education." Journal of Chitwan Medical College 5, no. 1 (March 31, 2015): 1. http://dx.doi.org/10.3126/jcmc.v5i1.12557.

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Ethics education is essential for everyone but indispensable for health care professionals. Health care professionals must strive for excellence as much as possible. The moral duty of health care professionals is to do the best for their patients and take healthcare decision based on evidence and clinical, technical and ethical ground. However, most of the times ethical aspects are either ignored, undermined or overlooked. There seems to be some gap in teaching and learning and its application in practice. The fundamental idea to teach medical ethics at undergraduate level is to sow the seeds to ethics at an early stage in the minds of health care professionals to deliver excellent health care to the community. All religions prescribe ethical and moral behaviour and thought for their followers. Hinduism through Bhagwat Gita preaches karma as the only dharma, Islam speaks of Khuluq, Buddhism of the 10 meritorious deeds, Jainism of three ratnas, Christianity of service and stewardship. Let’s invest our efforts in enhancing medical ethics education in our institutions besides technical education and produce quality healthcare professionals who can take healthcare decision based on evidence, and clinical, technical and ethical ground.DOI: http://dx.doi.org/10.3126/jcmc.v5i1.12557

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4

Kanoti, George A. "Ethics and Medical-Ethical Decisions." Critical Care Clinics 2, no. 1 (January 1986): 3–12. http://dx.doi.org/10.1016/s0749-0704(18)30620-1.

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5

Sherwin, Susan. "Feminist and Medical Ethics: Two Different Approaches to Contextual Ethics." Hypatia 4, no. 2 (1989): 57–72. http://dx.doi.org/10.1111/j.1527-2001.1989.tb00573.x.

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Feminist ethics and medical ethics are critical of contemporary moral theory in several similar respects. There is a shared sense of frustration with, the level of abstraction and generality that characterizes traditional philosophic work in ethics and a common commitment to including contextual details and allowing room for the personal aspects of relationships in ethical analysis. This paper explores the ways in which context is appealed to in feminist and medical ethics, the sort of details that should be included in the recommended narrative approaches to ethical problems, and the difference it makes to our ethical deliberations if we add an explicitly feminist political analysis to our discussion of context. It is claimed that an analysis of gender is needed for feminist medical ethics and that this requires a certain degree of generality, i. e. a political understanding of context.

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6

Kwon, Ivo. "Medical Ethics as Professional Ethics." Korean Journal of Gastroenterology 60, no. 3 (2012): 135. http://dx.doi.org/10.4166/kjg.2012.60.3.135.

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7

Gillon, R. "Nursing ethics and medical ethics." Journal of Medical Ethics 12, no. 3 (September 1, 1986): 115–22. http://dx.doi.org/10.1136/jme.12.3.115.

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8

&NA;. "Medical Ethics and Nursing Ethics." Gastroenterology Nursing 29, no. 2 (March 2006): 182–83. http://dx.doi.org/10.1097/00001610-200603000-00099.

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9

MERRICK, ALLISON, ROCHELLE GREEN, THOMAS V. CUNNINGHAM, LEAH R. EISENBERG, and D. MICAH HESTER. "Introducing the Medical Ethics Bowl." Cambridge Quarterly of Healthcare Ethics 25, no. 1 (January 2016): 141–49. http://dx.doi.org/10.1017/s0963180115000389.

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Abstract:Although ethics is an essential component of undergraduate medical education, research suggests that current medical ethics curricula face considerable challenges in improving students’ ethical reasoning. This article discusses these challenges and introduces a promising new mode of graduate and professional ethics instruction for overcoming them. We begin by describing common ethics curricula, focusing in particular on established problems with current approaches. Next, we describe a novel method of ethics education and assessment for medical students that we have devised: the Medical Ethics Bowl (MEB). Finally, we suggest the pedagogical advantages of the MEB when compared to other ethics curricula.

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10

Robertson, Michael, Christopher Ryan, and Garry Walter. "Overview of Psychiatric Ethics III: Principles-Based Ethics." Australasian Psychiatry 15, no. 4 (August 2007): 281–86. http://dx.doi.org/10.1080/10398560701390231.

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Objective: The aim of this paper is to consider the application of principle-based medical ethics to psychiatry. Conclusions: Principles-based medical ethics is a useful tool for resolving ethical dilemmas in psychiatryin that clinical aspects of ethical dilemmas can be better articulated then in other methods. The ethical dilemmas unique to psychiatry, such as those related to impairment of autonomy, present a challenge to the method. After considering a case example, we conclude that psychiatrists can best utilise a principles based approach to ethical dilemmas when they combine this with a level of critical reflection in the light of other ethical theories, such as virtue ethics, as well as close consideration of the clinical and social context of the ethical dilemma.

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11

Aacharya, Ramesh P., and Yagya L. Shakya. "Knowledge, attitude and practice of medical ethics among medical intern students in a Medical College in Kathmandu." Bangladesh Journal of Bioethics 6, no. 3 (May 6, 2016): 1–9. http://dx.doi.org/10.3329/bioethics.v6i3.27613.

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This baseline study was conducted to find out the knowledge, attitudes and practices of medical ethics among the undergraduate medical interns who did not have structured ethics curriculum in their course. A descriptive, cross-sectional study was carried out using a self-administered structured questionnaire among the medical undergraduate interns of Maharajgunj Medical Campus, the pioneer medical college of Nepal which enrols 60 students in a year. A total of 46 interns participated in the study. The most common source of knowledge on ethics was lectures/seminars (35.7%) followed by experience at work (24.5%), training (21.4%) and own reading (17.3%). The main contents of Hippocratic Oath were known to 98.8% while 60.9% knew the main contents of Nepal Medical Council (NMC) code of ethics. Great majority (91.3%) regard ethics as very important in medical profession. Doctors know the best irrespective of patients opinion was disagreed by only 39.1% indicating the paternalistic attitude. However, 78.3% were in favour of adhering to the patients wish. None of the participant agreed to abandon confidentiality. Only about one-fourth (26.1%) claim to encounter ethical dilemma every day while the highest number (43.5%) had once in a month. To deal with the situation of ethical dilemma, majority approached to immediate supervisor followed by head of the department and colleagues. Eighty-seven percent of participating interns were involved in research activities involving human subjects. Only one of the participants had encountered the ethical issue on end-of-life and it was do-not-resuscitate consent in a terminally ill patient. On implementation of the curriculum on medical ethics focus should be - principles of biomedical ethics, sensitive ethical dilemmas like end-of-life care and practical experiences with participation in deliberations of the ethics committee.

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12

Vodenitcharova, Alexandrina, Nikoleta Leventi, and Kristina Popova. "STUDENTS ATTITUDE TOWARDS MEDICAL ETHICS EDUCATION." CBU International Conference Proceedings 7 (September 30, 2019): 853–57. http://dx.doi.org/10.12955/cbup.v7.1466.

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Medical ethics (ME) and bioethics education are integrated in many medical schools, as a discipline, which aims to help future doctors to recognize ethical issues in healthcare and develop ethical decision-making skills. The main purpose of this paper was to explore students’ attitude towards medical ethics and bioethics, as a course of their education curriculum in the Medical University of Sofia in Bulgaria. The goal was to find out students expectations for the contribution of the acquired knowledge to reflect upon the ethical dimensions and human rights considerations of medicine, healthcare and science after the end of their ME course. A paper questionnaire was distributed to medical students with a letter indicating the purpose of the study. All the students were anonymous and voluntarily participated in the survey. Completed questionnaires were received from 344 medical students. According to the results, the majority (94%) of the participants are familiar with the principles of medical ethics and bioethics and supports (86%) the necessity of studying Medical ethics. Most of the students (87%) think that medical ethics education will help them in their future work and believe (86%) that this course will improve their professionalism, while their opinion (70%) is that medical ethics will lead to effectively co-working with other medical professionals.

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13

Karim, ASM Fazlul. "Medical Ethics." Chattagram Maa-O-Shishu Hospital Medical College Journal 15, no. 1 (July 17, 2016): 1–2. http://dx.doi.org/10.3329/cmoshmcj.v15i1.28751.

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14

Thomasma, David C. "Medical Ethics." Philosophical Inquiry 22, no. 4 (2000): 7–23. http://dx.doi.org/10.5840/philinquiry20002242.

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15

Haley, H. B., and B. A. Brody. "Medical Ethics." CA: A Cancer Journal for Clinicians 36, no. 1 (January 1, 1986): 62–63. http://dx.doi.org/10.3322/canjclin.36.1.62.

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16

Kerman, H. D. "Medical Ethics." CA: A Cancer Journal for Clinicians 39, no. 6 (November 1, 1989): 400. http://dx.doi.org/10.3322/canjclin.39.6.400-a.

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17

Hawk, J. C. "Medical Ethics." CA: A Cancer Journal for Clinicians 39, no. 6 (November 1, 1989): 400. http://dx.doi.org/10.3322/canjclin.39.6.400-b.

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18

Ferreira, Sidnei. "Medical ethics." Residência Pediátrica 2, no. 1 (2012): 29. http://dx.doi.org/10.25060/residpediatr-2012.v2n1-07.

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19

Ferreira, Sidnei. "Medical ethics." Residência Pediátrica 2, no. 2 (2012): 31. http://dx.doi.org/10.25060/residpediatr-2012.v2n2-06.

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20

Ferreira, Sidnei. "Medical ethics." Residência Pediátrica 2, no. 3 (2012): 18. http://dx.doi.org/10.25060/residpediatr-2012.v2n3-05.

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21

Ferreira, Sidnei. "Medical Ethics." Residência Pediátrica 4, no. 2 (2014): 80. http://dx.doi.org/10.25060/residpediatr-2014.v4n2-10.

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22

Bliznakov, Emile G. "Medical ethics." Lancet 356, no. 9240 (October 2000): 1522. http://dx.doi.org/10.1016/s0140-6736(05)73270-0.

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23

van der Eijk, Philip J. "Medical Ethics." Classical Review 49, no. 2 (October 1999): 539–41. http://dx.doi.org/10.1093/cr/49.2.539.

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24

Heath, P. J., M. Baum, and R. Gillon. "Medical ethics." BMJ 309, no. 6962 (October 29, 1994): 1159–60. http://dx.doi.org/10.1136/bmj.309.6962.1159.

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25

Lloyd, Richard A. "Medical Ethics." Psychiatric News 41, no. 22 (November 17, 2006): 27. http://dx.doi.org/10.1176/pn.41.22.0027b.

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26

Lachowsky, Michèle. "Medical ethics." European Journal of Obstetrics & Gynecology and Reproductive Biology 85, no. 1 (July 1999): 81–83. http://dx.doi.org/10.1016/s0301-2115(98)00287-5.

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27

Macnair, T. "Medical ethics." BMJ 319, no. 7214 (October 2, 1999): 2. http://dx.doi.org/10.1136/bmj.319.7214.2.

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28

Reddy, CMK. "Medical ethics." Indian Journal of Dental Research 18, no. 2 (2007): 47. http://dx.doi.org/10.4103/0970-9290.32418.

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29

Mahowald, Mary B. "Medical Ethics." Teaching Philosophy 14, no. 4 (1991): 472–76. http://dx.doi.org/10.5840/teachphil199114480.

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30

Simone, Joseph V. "Medical Ethics." Oncology Times 26, no. 22 (November 2004): 3–4. http://dx.doi.org/10.1097/01.cot.0000292697.44118.42.

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31

Pellegrino, Edmund D. "Medical Ethics." JAMA: The Journal of the American Medical Association 256, no. 15 (October 17, 1986): 2122. http://dx.doi.org/10.1001/jama.1986.03380150132045.

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32

Pellegrino, E. D. "Medical ethics." JAMA: The Journal of the American Medical Association 256, no. 15 (October 17, 1986): 2122–24. http://dx.doi.org/10.1001/jama.256.15.2122.

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33

Tenery, Robert M. "Medical Ethics." JAMA 315, no. 12 (March 22, 2016): 1291. http://dx.doi.org/10.1001/jama.2015.17079.

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34

Coralli, Connie. "Medical Ethics." Nurse Practitioner 15, no. 2 (February 1990): 74. http://dx.doi.org/10.1097/00006205-199002000-00017.

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35

Fitzpatrick, F. J. "Medical Ethics." Journal of Medical Ethics 12, no. 2 (June 1, 1986): 100–101. http://dx.doi.org/10.1136/jme.12.2.100-a.

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36

Royce, P. C., and M. L. McCutcheon. "Medical ethics." Academic Medicine 62, no. 7 (July 1987): 619. http://dx.doi.org/10.1097/00001888-198707000-00013.

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37

Fells, C. "Medical ethics." Postgraduate Medical Journal 71, no. 841 (November 1, 1995): 703. http://dx.doi.org/10.1136/pgmj.71.841.703-a.

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38

Wainwright, P. "Medical Ethics." Journal of Medical Ethics 24, no. 5 (October 1, 1998): 351–52. http://dx.doi.org/10.1136/jme.24.5.351.

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39

BRUTEL, G. "Medical ethics." Lancet 336, no. 8722 (October 1990): 1074. http://dx.doi.org/10.1016/0140-6736(90)92550-2.

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40

Valentino, Massimo, and Pietro Pavlica. "Medical ethics." Journal of Ultrasound 19, no. 1 (January 7, 2016): 73–76. http://dx.doi.org/10.1007/s40477-015-0189-7.

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41

Dollinger, Beth M. "MEDICAL ETHICS." Orthopedics 26, no. 4 (April 2003): 364. http://dx.doi.org/10.3928/0147-7447-20030401-05.

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42

OKAMOTO, TAMAYO. "Ethical Principles and Code of Ethics(Radiological Technology Practice and Medical Ethics)." Japanese Journal of Radiological Technology 60, no. 7 (2004): 896–900. http://dx.doi.org/10.6009/jjrt.kj00000922523.

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43

Martinez, Serge A. "Currents in Contemporary Ethics: Reforming Medical Ethics Education." Journal of Law, Medicine & Ethics 30, no. 3 (2002): 452–54. http://dx.doi.org/10.1111/j.1748-720x.2002.tb00415.x.

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Biomedical advances of the past 20 years have stimulated a renewed interest in medical ethics. Transplantation of multiple human organs, implantation of artificial devices, advances in genetics, and stem cell research are a few of the medical procedures and discoveries that have awakened in both professionals and the public an awareness that medical discoveries often raise important ethical and societal issues. Today, members of the medical profession face issues that did not seem so pressing to their predecessors, and physician conduct in response to many of these issues involves decision-making based on ethical principles. Issues of informed consent, gifts from pharmaceutical companies, and patient rights to privacy were not of great concern to most physicians a generation ago. However, these and other topics that involve a physician's ethical conduct have become increasingly pertinent to the practice of medicine.A renewed emphasis on ethics has been voiced by leaders in the field of medicine.

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44

Brazier, M., A. Dyson, J. Harris, and M. Lobjoit. "Teaching medical ethics symposium. Medical ethics in Manchester." Journal of Medical Ethics 13, no. 3 (September 1, 1987): 150–52. http://dx.doi.org/10.1136/jme.13.3.150.

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45

Williams, Gregory. "Medical and Professional Ethics: Spotlight on Medical Ethics." International Society of Hair Restoration Surgery 30, no. 6 (November 2020): 230–31. http://dx.doi.org/10.33589/30.6.230.

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46

Allais, Lucy. "Ethics is not just medical ethics." Sexually Transmitted Infections 89, no. 4 (May 17, 2013): 304. http://dx.doi.org/10.1136/sextrans-2013-051114.

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47

Benn, Christoph, and Kenneth Boyd. "Ethics, Medical Ethics and HIV/AIDS." Ecumenical Review 48, no. 2 (April 1996): 222–32. http://dx.doi.org/10.1111/j.1758-6623.1996.tb03470.x.

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48

Tunzi, Marc, and William Ventres. "Family Medicine Ethics:." Family Medicine 50, no. 8 (September 6, 2018): 583–88. http://dx.doi.org/10.22454/fammed.2018.821666.

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The practice of modern medical ethics is largely acute, episodic, fragmented, problem-focused, and institution-centered. Family medicine, in contrast, is built upon a relationship-based model of care that is accessible, comprehensive, continuous, contextual, community-focused and patient-centered. “Doing ethics” in the day-to-day practice of family medicine is therefore different from doing ethics in many other fields of medicine, emphasizing different strengths and exemplifying different values. For family physicians, medical ethics is more than just problem solving. It requires reconciling ethical concepts with modern medicine and asking the principal medical ethics question—What, all things considered, should happen in this situation?—at every clinical encounter over the course of the patient-doctor relationship. We assert that family medicine ethics is an integral part of family physicians’ day-to-day practice. We frame this approach with a four-step process modified from other ethical decision-making models: (1) Identify situational issues; (2) Identify involved stakeholders; (3) Gather objective and subjective data; and (4) Analyze issues and data to direct action and guide behavior. Next, we review several ethical theories commonly used for step four, highlighting the process of wide reflective equilibrium as a key integrative concept in family medicine. Finally, we suggest how to incorporate family medicine ethics in medical education and invite others to explore its use in teaching and practice.

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49

Gallagher, Ann. "Medical and Nursing Ethics: Never the Twain?" Nursing Ethics 2, no. 2 (June 1995): 95–101. http://dx.doi.org/10.1177/096973309500200202.

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Since the publication of Carol Gilligan's In a different voice in 1982, there has been much discussion about masculine and feminine approaches to ethics. It has been suggested that an ethics of care, or a feminine ethics, is more appropriate for nursing practice, which contrasts with the 'traditional, masculine' ethics of medicine. It has been suggested that Nel Noddings' version of an 'ethics of care' (or feminine ethics) is an appropriate model for nursing ethics. The 'four principles' approach has become a popular model for medical or health care ethics. It will be suggested in this article that, whilst Noddings presents an interesting analysis of caring and the caring relationship, this has limitations. Rather than acting as an alternative to the 'four principles' approach, the latter is necessary to provide a framework to structure thinking and decision-making in health care. Further, it will be suggested that ethical separatism (that is, one ethics for nurses and one for doctors) in health care is not a progressive step for nurses or doctors. Three recommendations are made: that we promote a health care ethics that incorporates what is valuable in a 'traditional, masculine ethics', the why (four principles approach) and an 'ethics of care', the 'how' (aspects of Noddings' work and that of Urban Walker); that we encourage nurses and doctors to participate in the 'shared learning' and discussion of ethics; and that our ethical language and concerns are common to all, not split into unhelpful dichotomies.

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50

Sullivan, Brian T., Mikalyn T. DeFoor, Brice Hwang, W. Jeffrey Flowers, and William Strong. "A Novel Peer-Directed Curriculum to Enhance Medical Ethics Training for Medical Students: A Single-Institution Experience." Journal of Medical Education and Curricular Development 7 (January 2020): 238212051989914. http://dx.doi.org/10.1177/2382120519899148.

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Background: The best pedagogical approach to teaching medical ethics is unknown and widely variable across medical school curricula in the United States. Active learning, reflective practice, informal discourse, and peer-led teaching methods have been widely supported as recent advances in medical education. Using a bottom-up teaching approach builds on medical trainees’ own moral thinking and emotion to promote awareness and shared decision-making in navigating everyday ethical considerations confronted in the clinical setting. Objective: Our study objective was to outline our methodology of grassroots efforts in developing an innovative, student-derived longitudinal program to enhance teaching in medical ethics for interested medical students. Methods: Through the development of a 4-year interactive medical ethics curriculum, interested medical students were provided the opportunity to enhance their own moral and ethical identities in the clinical setting through a peer-derived longitudinal curriculum including the following components: lunch-and-learn didactic sessions, peer-facilitated ethics presentations, faculty-student mentorship sessions, student ethics committee discussions, hospital ethics committee and pastoral care shadowing, and an ethics capstone scholarly project. The curriculum places emphasis on small group narrative discussion and collaboration with peers and faculty mentors about ethical considerations in everyday clinical decision-making and provides an intellectual space to self-reflect, explore moral and professional values, and mature one’s own professional communication skills. Results: The Leadership through Ethics (LTE) program is now in its fourth year with 14 faculty-clinician ethics facilitators and 65 active student participants on track for a distinction in medical ethics upon graduation. Early student narrative feedback showed recurrent themes on positive curricular components including (1) clinician mentorship is key, (2) peer discussion and reflection relatable to the wards is effective, and (3) hands-on and interactive clinical training adds value. As a result of the peer-driven initiative, the program has been awarded recognition as a graduate-level certification for sustainable expansion of the grassroots curriculum for trainees in the clinical setting. Conclusions: Grassroots medical ethics education emphasizes experiential learning and peer-to-peer informal discourse of everyday ethical considerations in the health care setting. Student engagement in curricular development, reflective practice in clinical settings, and peer-assisted learning are strategies to enhance clinical ethics education. The Leadership through Ethics program augments and has the potential to transform traditional teaching methodology in bioethics education for motivated students by offering protected small group discussion time, a safe environment, and guidance from ethics facilitators to reflect on shared experiences in clinical ethics and to gain more robust, hands-on ethics training in the clinical setting.

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