Clinical ethics ward rounds: building on the core curriculum

Parker, Lisa; Watts, Lisa; Scicluna, Helen

doi:10.1136/medethics-2011-100468

Cited by 20 publications

(28 citation statements)

References 21 publications

(15 reference statements)

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“…93 Ethical components are rarely discussed in during ward rounds. 94 Teaching ethics should be incorporated into all clinically oriented teaching and training activities. Students can also learn ethics through role models and interaction with patients, instead of formal lectures.…”

Section: Teaching and Assessing Medical Ethicsmentioning

confidence: 99%

“…95 Because medicine and ethics are inseparable, teaching ethics at the bedside becomes essential but is seldom done. 94 There is a need to introduce bioethics as part of the curriculum at all health science education institutions. 96 The complexity of the technology involved in making a diagnosis and therapy requires a careful search for the right answer under some very difficult situations.…”

Section: Teaching and Assessing Medical Ethicsmentioning

confidence: 99%

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Ethics, Legality, and Education in the Practice of Cardiology

Thirumalaikolundusubramanian¹,

Meenakshisundaram

2015

Heart and Toxins

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Section: Teaching and Assessing Medical Ethicsmentioning

confidence: 99%

Section: Teaching and Assessing Medical Ethicsmentioning

confidence: 99%

Ethics, Legality, and Education in the Practice of Cardiology

Thirumalaikolundusubramanian¹,

Meenakshisundaram

2015

Heart and Toxins

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“…Medical students and junior doctors commonly perceive unethical behaviour but feel unable to speak up or feel that speaking up will be ineffective 6 7. Healthcare organisations need to nurture a culture that supports health professionals raising concerns.…”

Section: Translating Ethical Reasoning Into Ethical Practicementioning

confidence: 99%

What is good medical ethics? A clinician's perspective

Kong

2014

J Med Ethics

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Speaking from the perspective of a clinician and teacher, good medical ethics needs to make medicine better. Over the past 50 years medical ethics has helped shape the culture in medicine and medical practice for the better. However, recent healthcare scandals in the UK suggest more needs to be done to translate ethical reasoning into ethical practice. Focusing on clinical practice and individual patient care, I will argue that, to be good, medical ethics needs to become integral to the activities of health professionals and healthcare organisations. Ethics is like a language which brings a way of thinking and responding to the world. For ethics to become embedded in clinical practice, health professionals need to progress from classroom learners to fluent social speakers through ethical dialogue, ethical reflection and ethical actions. I will end by discussing three areas that need to be addressed to enable medical ethics to flourish and bring about change in everyday clinical care. INTRODUCTIONI remember as a medical student in the 1980s sitting in a lecture theatre captivated by a lecture celebrating the bright new future heralded by the genetic modification of crops; this new science would be a transformative force for good, addressing the problems of malnutrition and starvation worldwide. Potential technical challenges were acknowledged, but ethics was not on the agenda or even the postscript. A few years later two-stage antenatal screening for Down's syndrome was being introduced-a simple maternal blood test would enable clinicians to identify pregnant mothers at high risk who could then proceed to amniocentesis for a definitive diagnosis. This would replace the previous policy of only offering amniocentesis to older mothers and would enable a national screening programme that would dramatically reduce the incidence of Down's syndrome. I remember being shown tables demonstrating the cost-effectiveness of screening for Down's syndrome; a national screening programme would pay for itself through savings on the care of people with Down's syndrome who would otherwise have been born. No one then questioned costeffectiveness as a driver for a national policy on termination.Much has changed since then. Over the past four decades, in the UK, USA, Europe and elsewhere, medical ethics has moved into the mainstream. Since 1993 medical ethics has been a compulsory part of undergraduate medical education in the UK, 1 and in 1999 the World Medical Association recommended that all medical schools should teach medical ethics. 2In this paper I approach the question of 'what is good medical ethics' from the perspective of a clinician and teacher in the UK, focusing in particular on ethics in relation to everyday clinical practice. In the first section I will reflect on ways in which medical ethics has had a positive impact on healthcare, but argue that ethical reasoning often fails to translate into ethical practice. I will argue that good medical ethics needs to address this gap between what we think we should do a...

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“…[3][4][5] A possibly erroneous assumption in the analysis is that a categorical variable (System 1 versus System 2) can be directly equated with a continuous variable (time). 1 This interpretation of the literature commits what is referred to as "the round trip fallacy" 2 (e.g., no evidence of disease means that there is evidence of no disease).…”

Section: Clinical Decision Making Fast and Slowmentioning

confidence: 99%