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Journal articles on the topic 'Medical ethics'

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Published: 4 June 2021
Last updated: 10 March 2023

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1

R, Dr Kalyani. "Ethics in Medical Profession." JOURNAL OF CLINICAL AND BIOMEDICAL SCIENCES 08, no. 1 (March 15, 2018): 1–4. http://dx.doi.org/10.58739/jcbs/v08i1.6.

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Ethical challenges exist in all fields and in daily practice. It is a requirement for optimal profes-sionalism. Ethics is a Greek word derived from “Ethos” and “Ethica” meaning right and wrong in one’s act and decision. Ethics and ethical practice is a requirement especially in science and social science. There are 15 principles in bioethics of which autonomy, justice, benefi-cence, nonmaleficence and dignity has become the integral part of medical profession for good medical practice.[1] Ethics in medical profes-sion depends on the type of practice the doctor takes up and hence ethics in medical profes-sion can be in 1. Medical Education 2. Patient care 3. Medical Research & publication
2

HARABIŠOVÁ, Michaela. "MEDICAL ETHICS IN DIMENSIONS." Scientific Papers of Silesian University of Technology. Organization and Management Series 2018, no. 122 (2018): 51–58. http://dx.doi.org/10.29119/1641-3466.2018.122.6.

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3

Boudreau, Richard. "Meaning in Medical Ethics." General medicine and Clinical Practice 1, no. 2 (September 24, 2018): 01–03. http://dx.doi.org/10.31579/2639-4162/007.

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Medical ethics is a system of moral principles that applies values to the practice of clinical medicine and to scientific research. They are based on a set of values that professionals can refer to in the event that they are in conflict or are confused. The values include: beneficence, non-maleficence, autonomy, justice, veracity, dignity. The code of ethics is based on the understanding of the goals of medicine dating back to the 5th century B.C. and Hippocrates. By 1847, the code of ethics was based greatly on Thomas Percival's work. He was an English physician-philosopher and wrote a code of medical ethics for hospitals in 1803.
4

Cowley, Christopher. "Teaching Medical Ethics through Medical Law." Teaching Philosophy 45, no. 2 (2022): 139–52. http://dx.doi.org/10.5840/teachphil2022218157.

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Medical ethics is normally taught in a combination of three ways: through discussions of normative theories and principles; through for-and-against debating of topics; or through case studies (narrative ethics). I want to argue that a fourth approach might be better, and should be used more: teaching medical ethics through medical law. Medical law is already deeply imbued with ethical concepts, principles and reasons, and allows the discussion of ethics through the “back door,” as it were. The two greatest advantages of the law are (i) its familiar authority, especially among the disengaged medical students who have little interest or respect for the subject of ethics; and (ii) its focus on the reality of the people and the tragedies discussed (as opposed to the abstractness of a lot of ethical discussion). Finally, I argue that medical law, unlike ethics, allows more efficient and more detailed MCQ assessment.
5

Piryani, R. M. "Medical ethics education." Journal of Chitwan Medical College 5, no. 1 (March 31, 2015): 1. http://dx.doi.org/10.3126/jcmc.v5i1.12557.

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Ethics education is essential for everyone but indispensable for health care professionals. Health care professionals must strive for excellence as much as possible. The moral duty of health care professionals is to do the best for their patients and take healthcare decision based on evidence and clinical, technical and ethical ground. However, most of the times ethical aspects are either ignored, undermined or overlooked. There seems to be some gap in teaching and learning and its application in practice. The fundamental idea to teach medical ethics at undergraduate level is to sow the seeds to ethics at an early stage in the minds of health care professionals to deliver excellent health care to the community. All religions prescribe ethical and moral behaviour and thought for their followers. Hinduism through Bhagwat Gita preaches karma as the only dharma, Islam speaks of Khuluq, Buddhism of the 10 meritorious deeds, Jainism of three ratnas, Christianity of service and stewardship. Let’s invest our efforts in enhancing medical ethics education in our institutions besides technical education and produce quality healthcare professionals who can take healthcare decision based on evidence, and clinical, technical and ethical ground.DOI: http://dx.doi.org/10.3126/jcmc.v5i1.12557
6

Sanchez, Thays Helena Barbosa, and Ipojucan Calixto Fraiz. "Medical ethics in medical training." Revista Bioética 30, no. 2 (June 2022): 284–99. http://dx.doi.org/10.1590/1983-80422022302525en.

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Abstract The new Medical Code of Ethics entered into force in 2019, with the Resolution CFM 2.217/2018. This article focusses on the directives of this document, seeking to identify if they reflect changes in the Society and how the ethical concepts taught during training impact the professional practice. Of qualitative character of primary and secondary data, the sample comprised 15 semi-structured interviews selected with by snowball sampling. The participants are doctors of the residency program of the Complex of the Clinical Hospital of the Federal University of Paraná. We understood that the precepts of the code adhere to human rights and to bioethics. Furthermore, the ethics taught during training was insufficient for the professionals. We concluded that, for having force of law and being based on moral principles, the Medical Code of Ethics fosters the normalization of the medical action; however, a medical conduct based on the ethical directives requires a professional update.
7

Kanoti, George A. "Ethics and Medical-Ethical Decisions." Critical Care Clinics 2, no. 1 (January 1986): 3–12. http://dx.doi.org/10.1016/s0749-0704(18)30620-1.

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8

Aacharya, Ramesh P., and Yagya L. Shakya. "Knowledge, attitude and practice of medical ethics among medical intern students in a Medical College in Kathmandu." Bangladesh Journal of Bioethics 6, no. 3 (May 6, 2016): 1–9. http://dx.doi.org/10.3329/bioethics.v6i3.27613.

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This baseline study was conducted to find out the knowledge, attitudes and practices of medical ethics among the undergraduate medical interns who did not have structured ethics curriculum in their course. A descriptive, cross-sectional study was carried out using a self-administered structured questionnaire among the medical undergraduate interns of Maharajgunj Medical Campus, the pioneer medical college of Nepal which enrols 60 students in a year. A total of 46 interns participated in the study. The most common source of knowledge on ethics was lectures/seminars (35.7%) followed by experience at work (24.5%), training (21.4%) and own reading (17.3%). The main contents of Hippocratic Oath were known to 98.8% while 60.9% knew the main contents of Nepal Medical Council (NMC) code of ethics. Great majority (91.3%) regard ethics as very important in medical profession. “Doctors know the best irrespective of patients’ opinion” was disagreed by only 39.1% indicating the paternalistic attitude. However, 78.3% were in favour of adhering to the patient’s wish. None of the participant agreed to abandon confidentiality. Only about one-fourth (26.1%) claim to encounter ethical dilemma every day while the highest number (43.5%) had once in a month. To deal with the situation of ethical dilemma, majority approached to immediate supervisor followed by head of the department and colleagues. Eighty-seven percent of participating interns were involved in research activities involving human subjects. Only one of the participants had encountered the ethical issue on end-of-life and it was do-not-resuscitate consent in a terminally ill patient. On implementation of the curriculum on medical ethics focus should be - principles of biomedical ethics, sensitive ethical dilemmas like end-of-life care and practical experiences with participation in deliberations of the ethics committee.
9

Karim, ASM Fazlul. "Medical Ethics." Chattagram Maa-O-Shishu Hospital Medical College Journal 15, no. 1 (July 17, 2016): 1–2. http://dx.doi.org/10.3329/cmoshmcj.v15i1.28751.

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10

Ferreira, Sidnei. "Medical ethics." Residência Pediátrica 2, no. 1 (2012): 29. http://dx.doi.org/10.25060/residpediatr-2012.v2n1-07.

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11

Ferreira, Sidnei. "Medical ethics." Residência Pediátrica 2, no. 2 (2012): 31. http://dx.doi.org/10.25060/residpediatr-2012.v2n2-06.

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12

Ferreira, Sidnei. "Medical ethics." Residência Pediátrica 2, no. 3 (2012): 18. http://dx.doi.org/10.25060/residpediatr-2012.v2n3-05.

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13

Ferreira, Sidnei. "Medical Ethics." Residência Pediátrica 4, no. 2 (2014): 80. http://dx.doi.org/10.25060/residpediatr-2014.v4n2-10.

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14

Haley, H. B., and B. A. Brody. "Medical Ethics." CA: A Cancer Journal for Clinicians 36, no. 1 (January 1, 1986): 62–63. http://dx.doi.org/10.3322/canjclin.36.1.62.

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15

Kerman, H. D. "Medical Ethics." CA: A Cancer Journal for Clinicians 39, no. 6 (November 1, 1989): 400. http://dx.doi.org/10.3322/canjclin.39.6.400-a.

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16

Hawk, J. C. "Medical Ethics." CA: A Cancer Journal for Clinicians 39, no. 6 (November 1, 1989): 400. http://dx.doi.org/10.3322/canjclin.39.6.400-b.

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17

Dollinger, Beth M. "MEDICAL ETHICS." Orthopedics 26, no. 4 (April 2003): 364. http://dx.doi.org/10.3928/0147-7447-20030401-05.

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18

Thomasma, David C. "Medical Ethics." Philosophical Inquiry 22, no. 4 (2000): 7–23. http://dx.doi.org/10.5840/philinquiry20002242.

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19

Simone, Joseph V. "Medical Ethics." Oncology Times 26, no. 22 (November 2004): 3–4. http://dx.doi.org/10.1097/01.cot.0000292697.44118.42.

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20

Coralli, Connie. "Medical Ethics." Nurse Practitioner 15, no. 2 (February 1990): 74. http://dx.doi.org/10.1097/00006205-199002000-00017.

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21

Lloyd, Richard A. "Medical Ethics." Psychiatric News 41, no. 22 (November 17, 2006): 27. http://dx.doi.org/10.1176/pn.41.22.0027b.

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22

Royce, P. C., and M. L. McCutcheon. "Medical ethics." Academic Medicine 62, no. 7 (July 1987): 619. http://dx.doi.org/10.1097/00001888-198707000-00013.

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23

van der Eijk, Philip J. "Medical Ethics." Classical Review 49, no. 2 (October 1999): 539–41. http://dx.doi.org/10.1093/cr/49.2.539.

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24

Heath, P. J., M. Baum, and R. Gillon. "Medical ethics." BMJ 309, no. 6962 (October 29, 1994): 1159–60. http://dx.doi.org/10.1136/bmj.309.6962.1159.

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25

Lachowsky, Michèle. "Medical ethics." European Journal of Obstetrics & Gynecology and Reproductive Biology 85, no. 1 (July 1999): 81–83. http://dx.doi.org/10.1016/s0301-2115(98)00287-5.

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26

Bliznakov, Emile G. "Medical ethics." Lancet 356, no. 9240 (October 2000): 1522. http://dx.doi.org/10.1016/s0140-6736(05)73270-0.

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27

Valentino, Massimo, and Pietro Pavlica. "Medical ethics." Journal of Ultrasound 19, no. 1 (January 7, 2016): 73–76. http://dx.doi.org/10.1007/s40477-015-0189-7.

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28

Macnair, T. "Medical ethics." BMJ 319, no. 7214 (October 2, 1999): 2. http://dx.doi.org/10.1136/bmj.319.7214.2.

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29

Wainwright, P. "Medical Ethics." Journal of Medical Ethics 24, no. 5 (October 1, 1998): 351–52. http://dx.doi.org/10.1136/jme.24.5.351.

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30

Fitzpatrick, F. J. "Medical Ethics." Journal of Medical Ethics 12, no. 2 (June 1, 1986): 100–101. http://dx.doi.org/10.1136/jme.12.2.100-a.

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31

Mahowald, Mary B. "Medical Ethics." Teaching Philosophy 14, no. 4 (1991): 472–76. http://dx.doi.org/10.5840/teachphil199114480.

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32

Reddy, CMK. "Medical ethics." Indian Journal of Dental Research 18, no. 2 (2007): 47. http://dx.doi.org/10.4103/0970-9290.32418.

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33

Fells, C. "Medical ethics." Postgraduate Medical Journal 71, no. 841 (November 1, 1995): 703. http://dx.doi.org/10.1136/pgmj.71.841.703-a.

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34

Pellegrino, Edmund D. "Medical Ethics." JAMA: The Journal of the American Medical Association 256, no. 15 (October 17, 1986): 2122. http://dx.doi.org/10.1001/jama.1986.03380150132045.

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35

BRUTEL, G. "Medical ethics." Lancet 336, no. 8722 (October 1990): 1074. http://dx.doi.org/10.1016/0140-6736(90)92550-2.

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36

Pellegrino, E. D. "Medical ethics." JAMA: The Journal of the American Medical Association 256, no. 15 (October 17, 1986): 2122–24. http://dx.doi.org/10.1001/jama.256.15.2122.

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37

Tenery, Robert M. "Medical Ethics." JAMA 315, no. 12 (March 22, 2016): 1291. http://dx.doi.org/10.1001/jama.2015.17079.

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38

Markose, Aji, Ramesh Krishnan, and Maya Ramesh. "Medical ethics." Journal of Pharmacy And Bioallied Sciences 8, no. 5 (2016): 1. http://dx.doi.org/10.4103/0975-7406.191934.

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39

Williams, Gregory. "Medical and Professional Ethics: Spotlight on Medical Ethics." International Society of Hair Restoration Surgery 30, no. 6 (November 2020): 230–31. http://dx.doi.org/10.33589/30.6.230.

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40

Brazier, M., A. Dyson, J. Harris, and M. Lobjoit. "Teaching medical ethics symposium. Medical ethics in Manchester." Journal of Medical Ethics 13, no. 3 (September 1, 1987): 150–52. http://dx.doi.org/10.1136/jme.13.3.150.

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41

Kwon, Ivo. "Medical Ethics as Professional Ethics." Korean Journal of Gastroenterology 60, no. 3 (2012): 135. http://dx.doi.org/10.4166/kjg.2012.60.3.135.

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42

&NA;. "Medical Ethics and Nursing Ethics." Gastroenterology Nursing 29, no. 2 (March 2006): 182–83. http://dx.doi.org/10.1097/00001610-200603000-00099.

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43

Gillon, R. "Nursing ethics and medical ethics." Journal of Medical Ethics 12, no. 3 (September 1, 1986): 115–22. http://dx.doi.org/10.1136/jme.12.3.115.

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44

MERRICK, ALLISON, ROCHELLE GREEN, THOMAS V. CUNNINGHAM, LEAH R. EISENBERG, and D. MICAH HESTER. "Introducing the Medical Ethics Bowl." Cambridge Quarterly of Healthcare Ethics 25, no. 1 (January 2016): 141–49. http://dx.doi.org/10.1017/s0963180115000389.

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Abstract:Although ethics is an essential component of undergraduate medical education, research suggests that current medical ethics curricula face considerable challenges in improving students’ ethical reasoning. This article discusses these challenges and introduces a promising new mode of graduate and professional ethics instruction for overcoming them. We begin by describing common ethics curricula, focusing in particular on established problems with current approaches. Next, we describe a novel method of ethics education and assessment for medical students that we have devised: the Medical Ethics Bowl (MEB). Finally, we suggest the pedagogical advantages of the MEB when compared to other ethics curricula.
45

Reitemeier, Paul J. "Medical Law, Medical Ethics." JAMA: The Journal of the American Medical Association 265, no. 12 (March 27, 1991): 1527. http://dx.doi.org/10.1001/jama.1991.03460120041023.

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46

Reitemeier, P. J. "Medical law, medical ethics." JAMA: The Journal of the American Medical Association 265, no. 12 (March 27, 1991): 1527c—1527. http://dx.doi.org/10.1001/jama.265.12.1527c.

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47

Dutta, Asok Kumar. "Medical Ethics in Clinical Practice." Journal of Chittagong Medical College Teachers' Association 27, no. 2 (February 25, 2017): 9–11. http://dx.doi.org/10.3329/jcmcta.v27i2.62319.

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Medical ethics is important for every medical practitioner. A doctor should acquire sound knowledge on medical ethics which is very much important in clinical practice. Medical ethics is a system of moral principles that apply values and judgments to the practice of medicine. Medical ethics derive from numerous sources. Physicians face ethical dilemmas more frequently as community relies on physicians for critical services. Ethics are a useful element for solving these dilemmas. Medical ethics based on four basic principles: autonomy, beneficence, nonmaleficence and justice. Physicians are expected to have higher standards than the law. The code of medical ethics provides a guide line in the context of doctor patient relationship and the society. JCMCTA 2016 ; 27 (2) : 9 - 11
48

Soboljew, Mark. "Everyday Medical Ethics and LawEveryday Medical Ethics and Law." Nursing Standard 27, no. 51 (August 21, 2013): 30. http://dx.doi.org/10.7748/ns2013.08.27.51.30.s39.

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49

Sherwin, Susan. "Feminist and Medical Ethics: Two Different Approaches to Contextual Ethics." Hypatia 4, no. 2 (1989): 57–72. http://dx.doi.org/10.1111/j.1527-2001.1989.tb00573.x.

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Feminist ethics and medical ethics are critical of contemporary moral theory in several similar respects. There is a shared sense of frustration with, the level of abstraction and generality that characterizes traditional philosophic work in ethics and a common commitment to including contextual details and allowing room for the personal aspects of relationships in ethical analysis. This paper explores the ways in which context is appealed to in feminist and medical ethics, the sort of details that should be included in the recommended narrative approaches to ethical problems, and the difference it makes to our ethical deliberations if we add an explicitly feminist political analysis to our discussion of context. It is claimed that an analysis of gender is needed for feminist medical ethics and that this requires a certain degree of generality, i. e. a political understanding of context.
50

K Shetty, Ashwini. "Perception on medical ethics in teaching among medical students in India." Bioinformation 18, no. 7 (July 31, 2022): 613–16. http://dx.doi.org/10.6026/97320630018613.

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The importance of teaching medical ethics has emerged as a priority in recent decades. It is of interest to document data on the perceptions of the medical students on teaching professionalism and medical ethics during the foundation course using a validated questionnaire. The Cross sectional study was conducted a Medical college in South India consisted of 150 first year MBBS Students. We received 133 responses ,40% of the students agreed that medical ethics is just a common sense, Many students (80%) agreed that the topics taught during these medical ethics sessions were relevant, easy to comprehend, teaching learning methods adopted were appropriate and they were able to participate and engage in the teaching learning activity. Majority felt that the sessions created awareness about the ethical dilemmas that might arise during patient encounters and these sessions will help them to give a justified response and agreed that these sessions made them understand the foundations of philosophical, social and legal aspects of medical ethics and also motivated them to learn more about this medical ethics .Education in medical ethics is important to practise professionally and will improve their personality skills. Suggestions given to improve ethics teaching were to increase case based discussions, reflections by the senior faculty, movie demonstrations. Students identified importance of ethics education in current day and also favoured interactive methods of teaching for the delivery of ethics related competency.
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