Dissertations / Theses on the topic 'Medical ethics Medical students'
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McManus, Ian Christopher. "Medical students : origins, selection, attitudes and culture." Thesis, Royal Holloway, University of London, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.342730.
Full textBouhaimed, Manal Mansour. "Medical ethics : a study of moral developments in medical students at Kuwait University." Thesis, University of Glasgow, 1997. http://theses.gla.ac.uk/1976/.
Full textHabecker, Harold B. "Teaching clinical medical students and residents biblical foundations for decision-making in medical ethics." Theological Research Exchange Network (TREN), 2005. http://www.tren.com.
Full textKekana, R. M. "Teaching ethics, human rights and medical law to undergraduate diagnostic radiography students." Journal for New Generation Sciences, Vol 7, Issue 3: Central University of Technology, Free State, Bloemfontein, 2009. http://hdl.handle.net/11462/544.
Full textMembers of society are fast becoming aware of their rights and many practitioners are at risk of losing their licence to practise due to unethical practices. The growing human rights violations commonly seen in vulnerable groups also pose challenges to healthcare workers, such as diagnostic radiographers, who often find themselves in situations where they have to disobey the laws to uphold ethical standards. This paper is a presentation of how ethics, human rights and medical law has been integrated into the undergraduate diagnostic radiography curriculum, and can be applied to other healthcare professions. To alleviate resistance to human rights teachings, I recommend the use of real life examples that are less sensitive 'politically' but true in order to gain the attention and cooperation of the diverse culture of the students.
Kuehne, Jan (Jan Cavan). "The impact of materialistic monism and suffering on medical students :a critique of the biomedical and biopsychosocial model of medical schools." Thesis, Stellenbosch : Stellenbosch University, 2007. http://hdl.handle.net/10019.1/18209.
Full textENGLISH ABSTRACT: On entry to medical school, students are confronted with a worldview that can be typified as materialistic monism. The student progressively becomes a materialistic monist, not only because of the teaching, but also because medical schools fail to address the question of suffering. One would expect the biopsychosocial model to surmount the limitations of the biomedical model, but it in itself has to deal with both suffering and materialistic monism. Suffering cements the collapse into materialistic monism in the way the student practises medicine. What life strategies would transcend this materialistic monism? This thesis examines potential educational interventions that might help the student to analyse the philosophy of medical school and find ways of dealing with the question of suffering.
AFRIKAANSE OPSOMMING: Met toelating tot mediese skool word studente gekonfronteer met ’n wêreldsiening wat as materialistiese monisme beskryf kan word. Die student verander progressief in ’n materialistiese monis, nie slegs as gevolg van die onderrig nie, maar ook omdat mediese skole nie daarin slaag om die kwessie van lyding aan te spreek nie. ’n Mens sou verwag dat die biopsigies-sosiale model die beperkinge van die biomediese model sou oorkom, maar instede moet dit self beide lyding en materialistiese monisme aanspreek. Lyding moedig die verval in materialistiese monisme in die wyse waarop die student geneeskunde beoefen aan. Watter soort lewensstrategieë is nodig om hierdie materialistiese monisme te transendeer? Hierdie tesis ondersoek die opvoedkundige intervensies wat die student kan help om die mediese skool se filosofie te analiseer en wyses te vind om die kwessie van lyding te hanteer.
Benshalom, Edna. "Moral dilemmas of medical students : a study of ethical aspects of medical training." Thesis, University of Leicester, 2008. http://hdl.handle.net/2381/30935.
Full textKrauss, Edward L. "A study of bioethics for Christian students at a secular university." Theological Research Exchange Network (TREN), 1995. http://www.tren.com.
Full textWells, Mark J. "Proselytizing a Disenchanted Religion to Medical Students: On why secularized yoga and mindfulness should not be required in medical education." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1494237188580218.
Full textKhan, Abraham. "THE BIOETHICAL ARGUMENT FOR WHY EMPATHY SHOULD BE A CRITICAL COMPONENT OF THE MEDICAL SCHOOL CURRICULUM." Master's thesis, Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/485957.
Full textM.A.
It is near universally accepted that empathy is a desirable trait for physicians and physicians in training. Empathy is not simply a desirable trait, it is part of the deontological duty of a physician. When physicians understand their patients they can offer them options which are best suited for them, thus giving patients autonomy. Empathy is especially important for patients in urban and undeserved environments as a weapon against conscious and unconscious bias. Interestingly, the data also suggest that empathy improves patient outcomes in multiple settings. Unfortunately the evidence would suggest that medical students become less emphatic over the course of their training. This paper argues that empathy should be emphasized in medical education and also gives suggestions as to how it can be better incorporated and nurtured in a curriculum.
Temple University--Theses
Patterson, Spencer D. "Putting on White Coats: Professional Socialization of Medical Students Through Narrative Pedagogy in Standardized Patient Labs." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1339729044.
Full textVaughan, Suzanne. "Medical students' experience and achievement : the effect of ethnicity and social networks." Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/medical-students-experience-and-achievement-the-effect-of-ethnicity-and-social-networks(bbde8916-2914-44c8-a340-2b4c0c0b56a4).html.
Full textLu, Wei-Hsin. "Understanding the effect of computer-supported, case-based instruction on third-year medical students' ethical reasoning." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4658.
Full textThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on February 20, 2008) Vita. Includes bibliographical references.
Carter, James R. "Ethnic Identity as a Predictor of Non-Medical Prescription Drug Misuse among a College Population." University of Akron / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=akron149149075569801.
Full textCoulter, Andrew Mark. "EFFECT OF A MEDICAL STUDENT-LED END-OF-LIFE PLANNING INTERVENTION IN COMPLETION OF ADVANCED DIRECTIVES AMONG HOMELESS PERSONS." Master's thesis, Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/380271.
Full textM.A.
Importance – The homeless face higher rates of morbidity and mortality than the general population, and have lower rates of end-of-life care planning. An effective and sustainable intervention, to provide living wills and durable power of attorney, is required to protect the autonomy of a vulnerable population. Objective – To determine if medical student-led 1:1 counseling is as effective as social worker-led counseling as reported in the literature, determined by rate of advanced directive completion. Design – A focus groups and educational sessions on EOL care and ADs were conducted at 2 shelters, after which participants were offered the opportunity to sign up for a 1:1 counseling session with a medical student volunteer. Rates of sign-ups and completion were recorded. Setting – 2 North Philadelphia homeless shelters, requiring either an Axis I or current substance abuse diagnosis for residence. Participants – A convenience sample of 20 homeless men were approached; 10 enrolled in the study. Interventions – Educational sessions, focus groups, and 1:1 AD completion counseling sessions Main Outcomes – Interest in and completion of an advanced directive. Results – 9 participants signed up to complete ADs after an informational session. At the conclusion of the study, 8 of them (88.8%) completed ADs. 40% of the total participants completed an AD. Conclusions – Similar rates of advanced directive completion were achieved with the student-led intervention compared to a previous intervention in the literature. Further study with a larger sample including homeless women should be conducted to provide a generalized conclusion.
Temple University--Theses
Heyns, Louis. "Undergraduate teaching and assessment needs in ethics and professionalism on clinical ward rounds involving medical students, Faculty of Health Sciences, Stellenbosch University (SU) : a nonexperimental descriptive study." Thesis, Stellenbosch : Stellenbosch University, 2011. http://hdl.handle.net/10019.1/17963.
Full textENGLISH ABSTRACT: Background: The theoretical / cognitive component of ethics and professionalism teaching to undergraduate medical students at Stellenbosch University (SU) is well developed, but a concern exists about the need for teaching and assessment of clinical ethics and professionalism on ward rounds. Some teaching does take place during clinical rotations in the form of role modelling as part of the hidden curriculum. Opportunities should be created for explicit teaching of ethics and professionalism beyond the hidden curriculum. Assessment of the cognitive component of ethical and professionalism occurs, but assessment of clinical ethics and professionalism during clinical rotations remains a challenge. Methods: This was a non-experimental study and included three subgroups of undergraduate medical students in their clinical years as well as a random sample of educators involved in clinical training. Questionnaires were distributed to the students and educators. This was followed by focus group interviews among the students. Results: A majority of the students (88%) had indicated that they had experienced ethical and professional dilemmas while working in the wards or during ward rounds. The main dilemmas revolved around inadequate consent processes, lack of confidentiality and privacy, disrespect for patients, poor communication and students being expected to perform tasks they were not trained for. An average of 64% of students indicated that ethical and professional issues were not discussed during the clinical rotations in hospitals. Seventy-eight percent of students indicated that they did not feel free to discuss their own feelings or beliefs on ward rounds. All of the educators felt that there was a need for increased teaching and assessment of the medical students during their clinical rotations. Conclusions: Deliberate opportunities need to be created for teaching ethics and professionalism on clinical ward rounds. This could be a shared responsibility between the clinical departments with continuous input throughout the clinical years of study. Strong institutional support and commitment are necessary to make the teaching sustainable and successful. Structured opportunities need to be developed where students can discuss ethical and professional issues in a safe environment. Further research is needed for the development of an appropriate curriculum and assessment tools.
AFRIKAANSE OPSOMMING: Geen opsomming
Baker-Salisbury, Mollie. "Teaching Empathy: The Impact of a Service-Learning Requirement on Medical Student Attitudes, Skills, and Professional Identity." Master's thesis, Temple University Libraries, 2019. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/554044.
Full textM.A.
As medical students undergo their clinical years, they exhibit a well-documented loss of idealism, increasingly negative attitudes towards poor and underserved patients, and less interest in working with these patients. Here we describe the pilot year of a longitudinal service-learning requirement implemented as a part of the medical student pre-clinical curriculum. We hypothesized that increased non-clinical contact would decrease the formation of negative attitudes towards underserved patients. Students completed service hours at assigned community sites each semester along with written reflections. Surveys were administered to track attitudes towards the underserved. Written reflections were analyzed qualitatively for thematic content as well as feedback on the experience. The requirement was largely acceptable to medical students, and many found value and enjoyment in the experience. The most common critique was that the required hours were insufficient to develop continuity, and that students desired more thorough briefing beforehand to increase their effectiveness. Students reported practicing clinical skills and communication skills. They identified social determinants of health and learned about their patients. They reflected on their professional identity, motivations for entering medicine, and specialty choices. Students experienced moments of connection and belonging, as well as feelings of guilt, otherness, and awareness of privilege. We continue to explore how working collaboratively and learning reciprocally with community members outside of the hospital and clinic may teach students cultural humility and help insulate students from cynicism and negative views of poor and medically underserved patients.
Temple University--Theses
Pease-Carter, Cheyenne. "Preferences among student counselors regarding informed consent practices within counselor education." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc6066/.
Full textMitchell, Gemma Lynsey. "Autonomy in medical ethics." Thesis, University of Cambridge, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.611447.
Full textLolley, Sarah. "Medical professionalism and the fictional TV medical drama House MD." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=112537.
Full textJotterand, Fabrice 1967. "Does virtue ethics contribute to medical ethics? : an examination of Stanley Hauerwas' ethics of virtue and its relevance to medical ethics." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=33292.
Full textDi, Teodoro Martina <1982>. "Il ruolo della Narrative in Medical Ethics, Medical Practice e Medical Education. Elementi di ricerca." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2012. http://amsdottorato.unibo.it/5037/.
Full textThe main goal of this Ph.D. thesis is to investigate the role of narrative within three fields of research: Medical Ethics, Medical Practice and Medical Education. The thesis is divided into four chapters: the first three are theoretical, while in the four chapter I present an empirical study which I conducted in the United States. In the first chapter, I analyze the role of narrative within the Medical Ethics: I explain what narrative ethics is, what the motivations behind its development are, and who are its main exponents. In this chapter, I also examine the problems that ethical narrative raises, suggesting a new way in which it is integrated into bioethics. The second chapter is devoted to explain how narrative contributes to Medical Practice: I investigate the ways in which the patient can use narrative to analyze both his/her experience of illness and the so-called Narrative Medicine. The third chapter is devoted to the analysis of Medical Humanities: the latter is a discipline which, within the medical education, can be considered an effective tool for a more balanced and comprehensive training of healthcare professionals. The fourth and the last chapter is devoted to describe my research at the University of California – Irvine: I have attended courses at the Program in Medical Humanities and Arts headed by Prof. J. Shapiro, (this Program was implemented to enhance aspects of professionalism, such as empathy, altruism, compassion, and caring towards patients, as well as to hone clinical communication and observational skills) and interviewed the students who took part in these courses.
Baines, Paul Bruce. "Making medical decisions for children : ethics." Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/6511/.
Full textGreen, Alan James. "Moral particularism : implications in medical ethics." Thesis, Keele University, 2014. http://eprints.keele.ac.uk/622/.
Full textAnimasaun, Emmanuel Dare. "Professional Medical Ethicist: A Weed or Desired Member in Medical Ethics Debates?" Thesis, Linköping University, Centre for Applied Ethics, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-6635.
Full textWe now live in an era of experts on virtually everything, among which we have professional medical ethicists, who gained prominence in the late 60s due to dramatic advances in medical technology. Before then, medical ethics issues were not thought as separable from the warp and woof of the everyday life. Medical technology’s advancement cascades legions of moral problems in medicine and biomedical research. Series of innovative interventions in medicine raise throngs of ethical questions. In most cases that have to do with issues of life and death, there are perceived moral conflicts. Due to this swath of problematic issues that need solutions, some apologists favour medical ethics experts as fit for the job, while critics argue that no one has the knowledge or skill for dealing with moral quandaries because objective truth is not feasible in ethics and moral judgment is relative to cultures, beliefs and values. The necessity for medical ethicists to take active role in Medical Ethics Debates, either in Committees at the institutional level, or at any other decision-making mechanisms is justified in this thesis. In addition to this, the thesis also justifies medical ethicists’ role as expert consultants to clinicians and individuals alike This justification is based on complex moral problems accentuated by medical technology, which are far from being easily solved through mere appeal to individual reason, but rather by involving medical ethicists based on their specialized knowledge and high level understanding of research and practice. Although critics question the authority with which experts speak on these issues, nevertheless, the thesis unravels the roles, functions, significance and components of expert’s expertise that separate him/her from the crowd. Arguments are critically analysed and medical ethicists’ limits and professional flaws are addressed, with a view to establishing a virile foundation for the profession of medical ethics.
Titus, Phyllis May. "Medical schemes fraud : ethical investigation of medical practitioners as stakeholders." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1020899.
Full textHarpin, A. R. "Theatre, medical identities, and ethics, 1983-2008." Thesis, University of Cambridge, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.603733.
Full textDinh, Hoa Trung. "Theological medical ethics: A virtue based approach." Thesis, Boston College, 2013. http://hdl.handle.net/2345/bc-ir:104403.
Full textThe Nuremberg trials ushered in a new era in which the four principles approach has become progressively the norm in Euro-American biomedical ethics, while the concepts of virtue and character become marginalized. In recent decades, the AIDS pandemic has highlighted the social aspects of health and illness, and the individualistic nature of the four principles approach proves inadequate in addressing the social causes of illness and poor health. At the global level, the promotion of the four principles approach as the universal norm can lead to the displacement of local values and customs, and the alienation of people from their cultural heritage. In this dissertation, I argue that although principles are indispensable, the virtue-based approach is more adequate in addressing these needs. The dissertation demonstrates that a virtue-based medical ethics informed by the gospel vision of healing would support models of health care that take seriously the social determinants of illness, and advocate action on behalf of the poor and the marginalized. At the global level, virtue-based medical ethics also allows the coexistence of the universal values and the local norms, and encourages cross-cultural dialogue. This dissertation develops a virtue-based medical ethics grounded in the Aristotelian teleological structure, and integrating insights obtained from the historical critical study of the healing narratives in Luke-Acts. It also provides a correlative study of the love command in Luke and the virtue of humaneness in the medical ethics of eighteenth century Vietnamese physician Hai Thuong Lan Ong. The concluding chapter brings these elements together in a discussion of the work of the Vietnamese Catholic AIDS care network
Thesis (PhD) — Boston College, 2013
Submitted to: Boston College. Graduate School of Arts and Sciences
Discipline: Theology
Morberg, Jämterud Sofia. "Human Dignity : A Study in Medical Ethics." Doctoral thesis, Uppsala universitet, Teologiska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-300409.
Full textDoerle, Samuel Michael. "Military Medical Ethics: Intersections of Virtue and Duty." NEOMED College of Graduate Studies / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ne2gs1619696140569755.
Full textKruger, Mariana. "Ethics education in a problem-based medical curriculum." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/50339.
Full textENGLISH ABSTRACT: The complex ethical dilemmas created by advanced technological medicine and problematic doctor-patient relationships have lead to an increasing interest in medical ethics education since the 1980's. The Medical School of the University of Pretoria has embarked on a new undergraduate medical curriculum in 1997. Ethics is educated in a longitudinal fashion over the six years of the medical curriculum and has focussed largely on the principal-based approach as described by Beauchamp and Childress. The research participants were the first final year class of this new curriculum, while the facilitators were medical educators or philosophers. The major finding was that the students were not yet able to identify ethical dilemmas with ease, although they were successful in the application of the principal-based approach to the vignettes of the study. The students did not cope well with the uncertainty created by ethical dilemmas and sought to solve the situation by creating boundaries provided by medical law. Therecommendations of the study are that the theoretical component of the ethics curriculum should: 1) include more approaches to ethics, than only the principal-based approach; 2) address daily experienced ethical dilemmas during the study years in small group discussions; 3) and implement a portfolio assessment which can serve as a tool for students to track their own development in reflection on ethical dilemmas. In conclusion, the question remains whether we are currently ready to come ""face to face" with the "other" as Levinas argues or are we still divided into "only two classes of mankind in the world - doctors and patients" as remarked by Kipling in the 19th century.
AFRIKAANSE OPSOMMING: Die komplekse etiese dilemmas, veroorsaak deur hoogs gespesialiseerde tegnologiese medisyne en die problematiese dokter-pasiënt verhouding, het gelei tot 'n verhoogde belangstelling in mediese etiekonderrig sedert die 1980's. Die Mediese Skool van die Universiteit van Pretoria het in 1997 'n nuwe voorgraadse mediese kurrikulum geïmplimenteer. Etiek is op 'n longitudinale manier onderrig oor ses jaar in die mediese kurrikulum en het gefokus op die beginsel-benadering soos beskryf deur Beauchamp en Childress. Die navorsingsdeelnemers was die eerste finale-jaar klas van die nuwe kurrikulum, terwyl die fasiliteerders mediese dosente of filosowe was. Die hoofbevinding van die kurrikulum was dat die studente nie die etiese dilemmas met gemak kon identifiseer nie, alhowel hulle suksesvol die beginsel-benadering kon toepas op die gevallestudies. Die studente hanteer nie onsekerheid, veroorsaak deur die etiese dilemmas, met gemak nie en probeer om die saak op te los deur die skep van grense verskaf deur mediese reg. Die aanbevelings van die studie is dat die teoretiese komponent van die etiekkurrikulum die volgende moet bevat: 1) bekendstelling aan meerdere benaderings tot die etiek, bo en behalwe die beginsel-gebaseerde benadering; 2) aanspreek van die daaglikse etiese dilemmas gedurende die studiejare in kleingroepbesprekings; 3) en die implementering van 'n portfolio-evaluasie, wat kan dien as 'n instrument vir die studente om hul eie ontwikkeling aangaande nadenke oor etiese dilemmas na te gaan. Opsommend, die vraag is steeds of ons tans gereed is om "aangesig-tot-aangesig" te verkeer met die "ander" soos Levinas redeneer of is ons steeds verdeel in "slegs twee klasse van menswees in die wêreld - dokters en pasiënte" soos opgemerk deur Kipling in die 19deeeu.
Gaie, J. B. R. "The ethics of medical involvement in capital punishment." Thesis, University of Essex, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310086.
Full textDickenson, Donna. "Moral luck in medical ethics and practical politics." Thesis, Open University, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.329198.
Full textLikens, Ann P. "The law and ethics of advance medical directives." Theological Research Exchange Network (TREN), 1998. http://www.tren.com.
Full textThor, Danielle Claire. "Ethics in Emergency Medical Services: A Contextual Analysis." Master's thesis, Temple University Libraries, 2019. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/592304.
Full textM.A.
The modern concept of Emergency Medical Services (EMS) has grown from its humble volunteerism origins to a multidisciplinary enterprise, outstretched into the realms of both healthcare and public service. As the American EMS community continues to assume greater responsibilities and further develop its professional standards, the moral foundations of this field open themselves to more thorough scrutiny. Upon examination, the major deficit in the ethical structuring of EMS becomes glaringly obvious: it exists as a piecemeal collection of its medical and militaristic counterparts unified by theoretical generalizations that avoid its inherently unique structure. If EMS wishes to matriculate into complete professionalism, or even continue its assumption of critical responsibilities surrounding the health and safety of others, then it must also develop and maintain its own individual ethical framework from which it operates. In doing so, an urban bioethical approach rooted in context-driven analysis and pragmatic solutions may provide the best guidance and protections for all those who interact with the EMS system while respecting the values of this distinctively prideful service.
Temple University--Theses
Burnett, Todd. "The role of psychologists on healthcare ethics committees." Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.
Full textBlackwelder, Reid B. "Motivating Medical Students and Residents." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/6978.
Full textPathmathasan, Cynthia. "DISABILITY IN MEDICAL EDUCATION & TRAINING: A DISABILITY-FOCUSED MEDICAL CURRICULUM." NEOMED College of Graduate Studies / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ne2gs1622810204171811.
Full textRobertson, David W. "A 'patient-centred' medical school curriculum : medical students' views and practice." Thesis, University of Oxford, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.324348.
Full textSinclair, Simon Keith. "The institutional apprenticeship of medical students in a London medical school." Thesis, London School of Economics and Political Science (University of London), 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.482051.
Full textHalpin, Ross William. "A history of concern the ethical dilemma of using Nazi medical research data in contemporary medical and scientific research /." University of Sydney, 2008. http://hdl.handle.net/2123/4010.
Full textPopovic, Celia Frances. "Why do medical students fail? : a study of 1st year medical students and the educational context." Thesis, University of Birmingham, 2007. http://etheses.bham.ac.uk//id/eprint/223/.
Full textEdwards, Kelly Alison. "Teaching for professional responsibility in medical practice /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/7649.
Full textClick, Ivy A., Abbey K. Mann, Morgan Buda, Anahita Rahimi-Saber, Abby Schultz, K. Maureen Shelton, and Leigh Johnson. "Transgender Health Education for Medical Students." Digital Commons @ East Tennessee State University, 2019. https://doi.org/10.1111/tct.13074.
Full textHarrigan, Mary Louise (Marylou). "Leadership challenges in Canadian health care : exploring exemplary professionalism under the malaise of modernity /." Burnaby B.C. : Simon Fraser University, 2005. http://ir.lib.sfu.ca/handle/1892/2350.
Full textTheses (Faculty of Education) / Simon Fraser University. Includes bibliographical references leaves 322-244. Also issued in digital format and available on the World Wide Web.
Qualtere-Burcher, Paul. "The just distance : a new biomedical principle /." Connect to title online (Scholars' Bank), 2008. http://hdl.handle.net/1794/8687.
Full textMendizabal, Adys. "RACIAL CONCORDANCE, AUTONOMY, AND JUSTICE: EVIDENCE FOR THE ETHICAL NEED OF DIVERSITY IN MEDICINE." Master's thesis, Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/376895.
Full textM.A.
Racial and ethnic minorities in the United States experience health disparities and poor health outcomes at a disproportionate rate in comparison to other groups. One of the many social determinants of health that contributes to these poor health outcomes is mistrust in the medical community. Mistrust is a consequence of a too-long history of unethical experimentation in African American and Latino communities, and has resulted in decreased use of preventive services and screening tools, lack of adherence to medical treatments, and minimal participation in clinical trials. These patterns of minimal utilization of healthcare services have resulted in poor outcomes for numerous health conditions, poor understanding of different diseases and their impact on minority groups, as well as a lack of evidence-based treatments which will benefit these populations. The purpose of this thesis is first to address the historical origins and contemporary consequences of mistrust in medicine within the African American and Latino communities. Second, I address the ameliorating impact that patient-physician racial and language concordance has on both trust and clinical outcomes. Throughout, I reference the ethical principles which warrant the need for greater patient-physician race and language concordance, and I present pipeline programs as a tool to increase the diversity in the medical field, all with the ultimate goal of improving health outcomes in the African American and Latino community.
Temple University--Theses
Vassor, Valerie Elizabeth. "MORE THAN A SOCIAL DETERMINANT OF HEALTH: INCARCERATION AS A NEGATIVE HEALTH OUTCOME." Master's thesis, Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/389420.
Full textM.A.
The Healthy People 2020 initiative recognizes how the physical, emotional and mental toll of incarceration causes poorer health outcomes because of the health risks and exposures individuals face in the prison environment. However, incarceration in the urban setting is more than the social determinant of health. The social, political, and economic consequences of mass incarceration have disproportionately affected urban communities. By reviewing the research on the health and socio-economic status of incarcerated population prior, during and after imprisonment, I make the argument that prisoners have a predisposition to be incarcerated due the negative social determinants of health present in their natal neighborhoods. I illustrate how the evolution of mass incarceration is in part due to the United States (US) government imprisonment of many non-violent offenders by criminalizing drug abuse in part due to racial discrimination towards men of color, primarily African-American men. I examine how drug abuse as a mental illness has been disregarded by the US Criminal Justice System, and how racism has contributed to this factor. Furthermore, as the drugs policies have disproportionately affected these communities, additional consideration should be given to how the criminalization and demonization of drug abuse and addiction has impinged on the bioethical rights of the members of urban communities. I explain how mass incarceration in the urban setting violates each bioethical principle and how the racial disparities in mass incarceration is a reflection and is an extension of the problems of racism inherent to the US. Ultimately, I conclude that any new legislation passed to end mass incarceration should include policies that help to rehabilitate and to rebuild lives of those affected most by mass incarceration.
Temple University--Theses
Frye, John William III. "Legalized Assisted Dying in America:Improving on the Oregon Mode with Lessons from Other Countries." Case Western Reserve University School of Graduate Studies / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=case1504297754801944.
Full textLinden, David Edmund Johannes. "Medicine and morality in the ancient world : an analysis of Galen's medical and philosophical writings." Thesis, University of Oxford, 1999. http://ora.ox.ac.uk/objects/uuid:986686c2-8397-43ae-9b61-44ffdf85770a.
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