Clinical Ethics Teaching in Psychiatric Supervision

Roberts, Laura Weiss; McCarty, Teresita; Roberts, Brian; Morrison, Nancy K.; Belitz, Jerald; Berenson, Claudia K.; Siegler, Mark

doi:10.1007/bf03341568

Cited by 15 publications

(4 citation statements)

References 25 publications

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“…Further, it has long been recognized that it is through case-based teaching, in the classroom or at the bedside, that physicians may communicate through their words and behavior the values they hold most dear in clinical medicine. 16,[51][52][53] In this way, formal codes of professional conduct and dry lists of ethical principles may take on greater meaning and utility for students.…”

Section: Educational Implicationsmentioning

confidence: 99%

Uncertainty and Opposition of Medical Students Toward Assisted Death Practices

Warner

Roberts

Smithpeter

et al. 2001

Journal of Pain and Symptom Management

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To explore medical students' views of assisted death practices in patient cases that describe different degrees and types of physical and mental suffering, an anonymous survey was administered to all students at one medical school. Respondents were asked about the acceptability of assisted death activities in five patient vignettes and withdrawal of life support in a sixth vignette. In the vignettes, actions were performed by four possible agents: the medical student personally; a referral physician; physicians in general; or non-physicians. Of 306 medical students, 166 (54%) participated. Respondents expressed opposition or uncertainty about assisted death practices in the five patient cases that illustrated severe forms of suffering which were secondary to amyotrophic lateral sclerosis, treatment-resistant depressive and somatoform disorders, antisocial and sexually violent behavior, or AIDS. Students supported the withdrawal of life support in the sixth vignette depicting exceptional futility secondary to AIDS. Students were especially opposed to their own involvement and to the participation of non-physicians in assisted death activities. Differences in views related to sex, religious beliefs, and personal philosophy were found. Medical students do not embrace assisted death practices, although they exhibit tolerance regarding the choices of medical colleagues. How these attributes of medical students will translate into future behaviors toward patients and peers remains uncertain. Medical educators must strive to understand the perspectives of physicians-in-training. Expanded, empirically informed education that is attuned to the attitudes of medical students may be helpful in fulfilling the responsibility of imparting optimal clinical care skills.

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Section: Educational Implicationsmentioning

confidence: 99%

Uncertainty and Opposition of Medical Students Toward Assisted Death Practices

Warner

Roberts

Smithpeter

et al. 2001

Journal of Pain and Symptom Management

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“…1,2 In recent years, medical school curricula have also placed increasing emphasis on preparing students to perform routine, ethically important clinical activities with sensitivity and acumen. [3][4][5][6][7] Such activities include obtaining informed consent or refusal for treatment, speaking with patients and families about end-of-life care, maintaining sound confidentiality and documentation practices, and establishing and preserving therapeutic boundaries within the physician-patient relationship. [3][4][5] Medical students' knowledge and skill in ethics have thus become conceptualized as one core element of overall clinical competence, and for this reason, ethics knowledge and skill are increasingly seen as amenable to performance-based evaluation efforts in medical education.…”

mentioning

confidence: 99%

“…[3][4][5][6][7] Such activities include obtaining informed consent or refusal for treatment, speaking with patients and families about end-of-life care, maintaining sound confidentiality and documentation practices, and establishing and preserving therapeutic boundaries within the physician-patient relationship. [3][4][5] Medical students' knowledge and skill in ethics have thus become conceptualized as one core element of overall clinical competence, and for this reason, ethics knowledge and skill are increasingly seen as amenable to performance-based evaluation efforts in medical education. 4,6,7 Nevertheless, formal assessment of students' clinical ethics abilities has received little attention in the medical literature especially with respect to key elements of surgical practice.…”

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confidence: 99%

Assessing medical students’ competence in obtaining informed consent

Roberts

Mines

Voss

et al. 1999

The American Journal of Surgery

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“…Likewise, psychologists are urged to explore their values associated with cultural differences related to such practices as discipline, toilet training, family roles, and religion. A clinician's ability to use consultants in times of uncertainty is the hallmark of an ethical professional (Belitz, 2004;Belitz & Bailey, 2009;Roberts et al, 1996).…”

Section: Professional Competencymentioning

confidence: 99%

Ethics in assessing and treating children and adolescents.

Belitz¹

APA Handbook of Psychopathology: Child and Adolescent Psychopathology (Vol. 2).

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Psychological endeavors with children and adolescents, notably those with emotional disorders, psychosocial distresses, neurobiological disorders, neurodevelopmental conditions, substance abuse problems, and adverse childhood events, are clinically and ethically challenging. Clinical activities compel psychologists to understand the nuances and complexities of developmental issues, the ecological and contextual environments in which youth live and function, and the multiple family, peer, and social expectations that youth face on a continuous basis, and their own values and biases. Moreover, clinicians must be knowledgeable of all pertinent state and federal laws, standard of care practices, and ethical principles.A disconcerting number of young people contend with mental health impairments. Current 12-month prevalence data for the United States indicates that youths ages 4 to 17 are struggling with severe mental health disorders at a rate of 5.3 and with less critical diagnoses at a rate of 13.7 (National Institute of Mental Health, 2016). In recognition that youths require psychological and medical care, every state in the United States has statutes that demarcate the limits and scope of legal rights afforded children and adolescents with regard to informed consent, autonomy, and confidentiality. Likewise, each state has laws designed to protect children such as those regulating education and the reporting of child abuse. Although many psychologists (e.g.

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Clinical Ethics Teaching in Psychiatric Supervision

Cited by 15 publications

References 25 publications

Uncertainty and Opposition of Medical Students Toward Assisted Death Practices

Uncertainty and Opposition of Medical Students Toward Assisted Death Practices

Assessing medical students’ competence in obtaining informed consent

Ethics in assessing and treating children and adolescents.

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