No abstract
Authors' abstract The aim of the present investigation was to describe and to classify significant ethical problems encountered by the members of the staff during the daily clinical work at a hospital medical department.A set of definitions was preparedfor the purpose, including the definition of a 'significant ethical problem'.During a three month period 426 inpatients and 173 outpatients were admitted. Significant ethical problems were encountered during the management of io6 in-patients (25 per cent) and 9 out-patients (5 per cent). No significant difference was found between the frequency of ethical problems in female and male patients, but a positive correlation was noted between the number ofproblems and the patients' age. The problem types were classified according to a problem list.The results of this investigation suggest that greater attention must be paid to discussions about ethical problems among doctors and other categories of health personnel and that, among others, medical students ought to be taught the analysis of ethical problems.Traditionally it is assumed that clinical decisions are based almost exclusively on scientific data. It is accepted that social and psychological information exerts a certain influence, but the influence of the norms and attitudes of the clinician has largely been neglected. Until recently it was assumed that the clinical decision process was almost value-free.It was the purpose of this study to elucidate to which extent daily clinical decison-making is based not only on scientific premises, but also on the norms and attitudes of the medical staff (i).The more specific aims were a) to describe and classify those significant ethical problems which the medical staff of the department encountered in the clinical routine, and b) to examine the incidence of such ethical problems. It was explicitly emphasised in the protocol that it was not the purpose to establish ethical standards and to assess the decisions relative to such standards (2).In
This chapter explores several issues regarding the current state of online faculty development resources. First, it describes the breadth and depth of today's online teaching and learning resources. Then, it explains the benefits of designing an institutional teaching and learning center portal as a means for organizing and focusing resources. Finally, it discusses the importance of the faculty developer's role in harnessing these resources for individual and institutional advantage. The online portal provides a powerful tool for institutional change on a scale heretofore impossible for most, and puts faculty development at the center of an institution's mission.
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