This site uses cookies to improve your experience. To help us insure we adhere to various privacy regulations, please select your country/region of residence. If you do not select a country, we will assume you are from the United States. Select your Cookie Settings or view our Privacy Policy and Terms of Use.
Cookie Settings
Cookies and similar technologies are used on this website for proper function of the website, for tracking performance analytics and for marketing purposes. We and some of our third-party providers may use cookie data for various purposes. Please review the cookie settings below and choose your preference.
Used for the proper function of the website
Used for monitoring website traffic and interactions
Cookie Settings
Cookies and similar technologies are used on this website for proper function of the website, for tracking performance analytics and for marketing purposes. We and some of our third-party providers may use cookie data for various purposes. Please review the cookie settings below and choose your preference.
Strictly Necessary: Used for the proper function of the website
Performance/Analytics: Used for monitoring website traffic and interactions
Others have focused on a variety of goals, from increasing students’ awareness of ethical issues , to learning fundamental concepts in bioethics , to instilling certain virtues. There are also questions about how to assess whether students will make more ethical decisions in practice.
A plausible explanation for these contrasting scenarios centers on the role that experts in medical law and health care regulation play in establishing a functioning and ethically-grounded health system.
Disability-inclusive climate decision-making and solutions are not only essential for safeguarding the lives and dignity of persons with disabilities, but may also enhance the equity and effectiveness of the global transition to climate-resilient and low-carbon societies.
But many routine practices — assessing capacity, acquiring informedconsent, advance care planning, and allocating resources, for instance — are. And given the importance of these endpoints, it is worth determining whether ethics education improves clinicians’ decision making across these domains.
By Ashley Shew Far too often, when people write and talk about technology and disability, stories are deeply shaped by ableism. Often when devices are painted as “solving the problem of disability” or “empowering disabled people,” they suggest that being disabled is itself a problem, and that people should try to be as nondisabled as possible.
Advocates for commercial surrogacy argue that financial incentives alone do not compromise informedconsent and in fact, a lack of payment for surrogacy services could be exploitative.
The AAMC requires medical school graduates to “demonstrate a commitment to ethical principles pertaining to provision or withholding of care, confidentiality, informedconsent.” Correspondingly, most medical school ethics courses review issues related to consent, end-of-life care, and confidentiality.
We organize all of the trending information in your field so you don't have to. Join 26,000+ users and stay up to date on the latest articles your peers are reading.
You know about us, now we want to get to know you!
Let's personalize your content
Let's get even more personalized
We recognize your account from another site in our network, please click 'Send Email' below to continue with verifying your account and setting a password.
Let's personalize your content