The United Nations Convention on the Rights of the Child has inspired numerous initiatives to recognize children's health-related rights. Whereas children's rights have served as the dominant moral framework for child health concerns in Europe, pediatric bioethics has emerged as the principal framework used in North America. Despite their similarities, these two frameworks differ significantly. Children's rights initiatives tend to be universalist, highlighting substantive standards for all children, while pediatric bioethics has developed norms, models, and procedures for the ethical analysis and management of individual cases. The aim of this article is to critically examine the respective contributions and intersections of children's rights and pediatric bioethics moral frameworks in child health. We describe our collaboration bridging our work with these two frameworks to address pediatric health-care concerns in the Republic of Georgia. We conclude with recommendations for how the complementarity of these two frameworks can be further bridged and promoted internationally.
Posters 642 ill at home. Analysis followed the tenets of Glaserian grounded theory methodology (Glaser 1978; 1992) until theoretical saturation was reached.
Early and proper diagnosis of arrhythmias is important. However, there is a limited knowledge and skills in identifying and caring for patients with life-threatening arrhythmias among medical students. The aim of this study was to compare 6th year MD program students' pre-post-training knowledge and the ability to detect life-threatening arrhythmias. 140 6th year MD program students took part in this study. Evaluations were performed before and after training in cardiac arrhythmias. Results: The majority of the participants received a high level of knowledge in identifying life-threatening arrhythmias on the ECG strip. Modern teaching methods improve the learning achievements among students.
Covid 19 posed great challenges to the medical education system around the world. Because of restrictions the Department of Clinical Skills and Multidisciplinary Simulation of Tbilisi State Medical University (TSMU) had to start teaching Clinical Skills using Online Learning Format trying to maintain the basic principles and structure of Peyton’s 4-steps approach. The aim of our survey was to evaluate the students attitude to the Online
Course of “Clinical Skills 3 “.
МЕДИЧНА ОСВІТА, № 2, 2013 92Матеріали X ювілейної Всеукраїнської навчально-наукової конференції з міжнародною участю "Кредитно-модульна система організації навчального процесу у вищих медичних (фармацевтичному) навчальних закладах України на новому етапі"
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