The History And Bioethics Of Medical Education
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| Author | : Madeleine Mant |
| Publisher | : Routledge |
| Total Pages | : 296 |
| Release | : 2021-04-20 |
| Genre | : History |
| ISBN | : 1000379760 |
The History and Bioethics of Medical Education: "You’ve Got to Be Carefully Taught" continues the Routledge Advances in the History of Bioethics series by exploring approaches to the teaching of bioethics from disparate disciplines, geographies, and contexts. Van Rensselaer Potter coined the phrase "Global Bioethics" to define human relationships with their contexts. This and subsequent volumes return to Potter’s founding vision from historical perspectives and asks, how did we get here from then? The patient-practitioner relationship has come to the fore in bioethics; this volume asks: is there an ideal bioethical curriculum? Are the students being carefully taught and, in turn, are they carefully learning? This volume will appeal to those working in both clinical medicine and the medical humanities, as vibrant connections are drawn between various ways of knowing.
| Author | : John A. Lynch |
| Publisher | : MSU Press |
| Total Pages | : 265 |
| Release | : 2019-09-01 |
| Genre | : Medical |
| ISBN | : 1628953802 |
The Origins of Bioethics argues that what we remember from the history of medicine and how we remember it are consequential for the identities of doctors, researchers, and patients in the present day. Remembering when medicine went wrong calls people to account for the injustices inflicted on vulnerable communities across the twentieth century in the name of medicine, but the very groups empowered to create memorials to these events often have a vested interest in minimizing their culpability for them. Sometimes these groups bury this past and forget events when medical research harmed those it was supposed to help. The call to bioethical memory then conflicts with a desire for “minimal remembrance” on the part of institutions and governments. The Origins of Bioethics charts this tension between bioethical memory and minimal remembrance across three cases—the Tuskegee Syphilis Study, the Willowbrook Hepatitis Study, and the Cincinnati Whole Body Radiation Study—that highlight the shift from robust bioethical memory to minimal remembrance to forgetting.
| Author | : Stephen Scher |
| Publisher | : Springer |
| Total Pages | : 177 |
| Release | : 2018-08-02 |
| Genre | : Philosophy |
| ISBN | : 9811308306 |
The goal of this open access book is to develop an approach to clinical health care ethics that is more accessible to, and usable by, health professionals than the now-dominant approaches that focus, for example, on the application of ethical principles. The book elaborates the view that health professionals have the emotional and intellectual resources to discuss and address ethical issues in clinical health care without needing to rely on the expertise of bioethicists. The early chapters review the history of bioethics and explain how academics from outside health care came to dominate the field of health care ethics, both in professional schools and in clinical health care. The middle chapters elaborate a series of concepts, drawn from philosophy and the social sciences, that set the stage for developing a framework that builds upon the individual moral experience of health professionals, that explains the discontinuities between the demands of bioethics and the experience and perceptions of health professionals, and that enables the articulation of a full theory of clinical ethics with clinicians themselves as the foundation. Against that background, the first of three chapters on professional education presents a general framework for teaching clinical ethics; the second discusses how to integrate ethics into formal health care curricula; and the third addresses the opportunities for teaching available in clinical settings. The final chapter, "Empowering Clinicians", brings together the various dimensions of the argument and anticipates potential questions about the framework developed in earlier chapters.
| Author | : Albert R. Jonsen |
| Publisher | : Oxford University Press |
| Total Pages | : 169 |
| Release | : 2000 |
| Genre | : Medical |
| ISBN | : 0195134559 |
A physician says, "I have an ethical obligation never to cause the death of a patient," another responds, "My ethical obligation is to relieve pain even if the patient dies." The current argument over the role of physicians in assisting patients to die constantly refers to the ethical duties of the profession. References to the Hippocratic Oath are often heard. Many modern problems, from assisted suicide to accessible health care, raise questions about the traditional ethics of medicine and the medical profession. However, few know what the traditional ethics are and how they came into being. This book provides a brief tour of the complex story of medical ethics evolved over centuries in both Western and Eastern culture. It sets this story in the social and cultural contexts in which the work of healing was practiced and suggests that, behind the many different perceptions about the ethical duties of physicians, certain themes appear constantly, and may be relevant to modern debates. The book begins with the Hippocratic medicine of ancient Greece, moves through the Middle Ages, Renaissance and Enlightenment in Europe, and the long history of Indian 7nd Chinese medicine, ending as the problems raised modern medical science and technology challenge the settled ethics of the long tradition.
| Author | : Robert B. Baker |
| Publisher | : Cambridge University Press |
| Total Pages | : 0 |
| Release | : 2009 |
| Genre | : Medical |
| ISBN | : 0521888794 |
The Cambridge World History of Medical Ethics provides the first global history of medical ethics.
| Author | : Nicole M. Piemonte |
| Publisher | : MIT Press |
| Total Pages | : 299 |
| Release | : 2018-01-12 |
| Genre | : Medical |
| ISBN | : 0262037394 |
How medical education and practice can move beyond a narrow focus on biological intervention to recognize the lived experiences of illness, suffering, and death. In Afflicted, Nicole Piemonte examines the preoccupation in medicine with cure over care, arguing that the traditional focus on biological intervention keeps medicine from addressing the complex realities of patient suffering. Although many have pointed to the lack of compassion and empathy in medical practice, few have considered the deeper philosophical, psychological, and ontological reasons for it. Piemonte fills that gap, examining why it is that clinicians and medical trainees largely evade issues of vulnerability and mortality and, doing so, offer patients compromised care. She argues that contemporary medical pedagogy and epistemology are not only shaped by the human tendency to flee from the reality of death and suffering but also perpetuate it. The root of the problem, she writes, is the educational and institutional culture that promotes reductionist understandings of care, illness, and suffering but avoids any authentic confrontation with human suffering and the fear and self-doubt that can come with that confrontation. Through a philosophical analysis of the patient-practitioner encounter, Piemonte argues that the doctor, in escaping from authentic engagement with a patient who is suffering, in fact “escapes from herself.” Piemonte explores the epistemology and pedagogy of medicine, examines its focus on calculative or technical thinking, and considers how “clinical detachment” diminishes physicians. She suggests ways that educators might cultivate the capacity for authentic patient care and proposes specific curricular changes to help students expand their moral imaginations.
| Author | : Laurence B. McCullough |
| Publisher | : Rowman & Littlefield |
| Total Pages | : 370 |
| Release | : 2018-04-11 |
| Genre | : Medical |
| ISBN | : 1538114291 |
Medical ethics is the disciplined study of medical morality, with two goals: critically appraising current medical morality and identifying how it should be improved. Medical morality has three components. Physicians, patients, communities, and policy makers have beliefs about what is good and bad character, and right and wrong behavior, in patient care, biomedical research, medical education, and health policy. On the basis of these beliefs, physicians, patients, communities, and policy makers make judgments about how physicians ought to conduct themselves in patient care, research, education, and the formation and implementation of health policy. They then act on their judgments. This second edition of Historical Dictionary of Medical Ethics contains a chronology, an introduction, and an extensive bibliography. The dictionary section has over 1,000 cross-referenced entries on ethical reasoning and its key components; medical ethics, professional medical ethics, and bioethics; and topics in clinical ethics, research ethics, and healthcare policy ethics. This book is an excellent resource for students, researchers, and anyone wanting to know more about medical ethics.
| Author | : Zareen Zaidi |
| Publisher | : University Press of Florida |
| Total Pages | : 297 |
| Release | : 2019-04-11 |
| Genre | : Medical |
| ISBN | : 1683400860 |
While medical schools usually emphasize the teaching of advanced scientific fundamentals through a carefully planned, formal curriculum, few focus on the equally crucial “hidden curriculum” of professional attitudes, skills, and behaviors. This concise and practical guide helps educators effectively prepare students for seldom-taught issues that arise daily in the practice of clinical medicine. In this volume, experienced clinician-educators offer real-world examples of various pedagogical and clinical scenarios, providing evidence- and theory-based approaches to managing three areas of growth: professional development, professionalism, and teaching. Acknowledging human fallibility, the editors begin with a framework that institutions, educators, and learners can use to promote well-being, outlining strategies for mindfulness training, relaxation techniques, appreciative inquiry, narrative medicine, and positive psychology. They then apply these strategies to additional developmental topics like failure, burnout, and improving resilience, social identity formation, and graceful self-promotion. The editors move on to discuss power differentials. They suggest ways of combatting microaggressions faced by women and minorities, fostering a safe learning environment where learners feel comfortable advocating in the setting of ethical dilemmas, recognizing and avoiding student mistreatment, and encouraging humility. They close with implications for the classroom, explaining the benefits and pitfalls of electronic health records and social media, the positive and negative attributes of role models, how to comfortably navigate controversial topics like gun ownership and abortion, and teaching empathy. With helpful infographics and case studies, this volume is a valuable resource for frontline educators who wish to help learners navigate the transition from layperson to medical professional.
| Author | : Ezekiel J. Emanuel |
| Publisher | : |
| Total Pages | : 532 |
| Release | : 2003 |
| Genre | : Medical |
| ISBN | : |
Professionals in need of such training and bioethicists will be interested.
| Author | : Alan Bleakley |
| Publisher | : Routledge |
| Total Pages | : 276 |
| Release | : 2015-03-02 |
| Genre | : Medical |
| ISBN | : 1317676254 |
The field of the medical humanities is developing rapidly, however, there has also been parallel concern from sceptics that the value of medical humanities educational interventions should be open to scrutiny and evidence. Just what is the impact of medical humanities provision upon the education of medical students? In an era of limited resources, is such provision worth the investment? This innovative text addresses these pressing questions, describes the contemporary territory comprising the medical humanities in medical education, and explains how this field may be developed as a key medical education component for the future. Bleakley, a driving force of the international movement to establish the medical humanities as a core and integrated provision in the medical curriculum, proposes a model that requires collaboration between patients, artists, humanities scholars, doctors and other health professionals, in developing medical students’ sensibility (clinical acumen based on close noticing) and sensitivity (ethical, professional and humane practice). In particular, this text focuses upon how medical humanities input into the curriculum can help to shape the identities of medical students as future doctors who are humane, caring, expressive and creative – whose work will be technically sound but considerably enhanced by their abilities to communicate well with patients and colleagues, to empathise, to be adaptive and innovative, and to act as ‘medical citizens’ in shaping a future medical culture as a model democracy where social justice is a key aspect of medicine. Making sense of the new wave of medical humanities in medical education scholarship that calls for a ‘critical medical humanities’, Medical Humanities and Medical Education incorporates a range of case studies and illustrative and practical examples to aid integrating medical humanities into the medical curriculum. It will be important reading for medical educators and others working with the medical education community, and all those interested in the medical humanities.
