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At least 757 records · Page 42Linked to original sources
PubMedDate not supplied

Ethics in psychiatric diagnosis from a psychodynamic perspective.

The diagnostic evaluation, representing a fundamental activity in psychiatric practice and research, requires a particular ethical responsibility on the part of the clinician. The author proposes the following aspects as being important for a comprehensive and ethically sensitive diagnosis: (a) incorporation of the patient's subjective perspectives and understanding of his/her disease, (b) consideration of the patient's quality of life, (c) assessment of the positive aspects of health, (d) awareness of group-dynamic and psychodynamic factors in the diagnostic situation, (e) the clinician's professional competence, value orientation and personal identity, (f) therapeutic optimism as a basic attitude. The patient's active involvement is emphasized since he is the real expert as far as his individual, social, religious and ethical needs and values are concerned.

Ethics, Medical↗
PubMed2001

Bristol scandal.

Explore the source record for details and available documents.

Cardiac Surgical Procedures↗
PubMed2001

The question of method in ethics consultation.

This paper offers an exposition of what the question of method in ethics consultation involves under two conditions: when ethics consultation is regarded as a practice and when the question of method is treated systematically. It discusses the concept of the practice and the importance of rules in constituting the actions, cognition, and perceptions of practitioners. The main body of the paper focuses on three elements of the question of method: canon, discipline, and history, which are treated heuristically to outline what the question of method in ethics consultation fully involves.

Ethicists↗
PubMed2004

The positive role of professionalism and ethics training in medical education: a comparison of medical student and resident perspectives.

OBJECTIVE: To assess the perspectives and preferences of medical students and residents regarding professionalism and ethics education. METHODS: A new written survey with 124 items (scale: "strongly disagree" = 1, "strongly agree" = 9) was sent to all medical students (n=308) and PGY 1-3 residents (n=233) at one academic center. RESULTS: Of the 336 participants (200 students, 65% response; 136 residents 58% response), only 18% found current professionalism and ethics preparation sufficient. Respondents endorsed professionalism (means=7.48 to 8.11) and ethics topics (means=6.56 to 6.87), women more so than men (p<0.05). Respondents preferred clinically- and expert-oriented learning over formal, nontraditional, or independent approaches (p<0.0001). They preferred clinically-oriented assessment methods (p<0.0001), residents more so than medical students (p<0.0001). On several items, psychiatry residents expressed greater receptiveness to professionalism and ethics preparation. CONCLUSIONS: Medical students and residents indicate support for professionalism and ethics educational initiatives, including diverse curricular topics and clinically-attuned assessments.

Adult↗
PubMedDate not supplied

Clinical habits and the psychiatrist: an adult developmental model focusing on the academic psychiatrist.

OBJECTIVE: The authors examine the development of the psychiatrist from an adult developmental perspective, focusing on the early development and consolidation of highly adaptive clinical and other professional habits. They place special emphasis on the professional development of the academic psychiatrist. METHOD: The authors review and use literature on adult psychological development as a formative template upon which a prototypical psychiatrist proceeds through a telescoping series of adult developmental stages. At each stage of clinical development, specific tasks are identified and outlined, and articles from the academic psychiatry literature are cited to provide content-specific examples of the development of academic and clinical habits of importance to those psychiatrists who then develop an academic career. RESULTS: The clinical development of the psychiatrist follows either a continuous or episodic process that parallels the broader themes of adult development, allowing for optimal integration of the interests and skills of the individual in a niche within the increasingly diverse field of psychiatry. For the academic psychiatrist, a continuation of this model applies to development as a clinical instructor and researcher. CONCLUSIONS: Optimum developmental attention to clinical habits and skills begins in medical school and proceeds sequentially throughout subsequent career stages, correlating with subsequent stages of adult development. The authors describe in functional terms strategies for successful navigation of these challenges in clinical habits development. At all stages, mentorship and supervision are highly encouraged, as is attention to macrolevel changes in the clinical and administrative milieu.

Adult↗
PubMed1997

Responses of direct-care paraprofessional mental health staff to hypothetical ethics violations.

OBJECTIVE: The study examined the responses of paraprofessional mental health direct-care staff to hypothetical ethics violations in the care of persons with mental illness. METHODS: Eighty-five paraprofessionals in a medium-sized Midwestern psychiatric facility responded to a survey that presented ten hypothetical ethics violations varying in severity. For each scenario, respondents were asked to indicate the likelihood that they would ignore the violation, confront the care provider who had acted unethically, or report the violation to an immediate supervisor or to someone in authority over the immediate supervisor. The survey also assessed the paraprofessionals' perceived skills, knowledge, and need for additional training in professional ethics. RESULTS: Survey respondents were significantly less likely to ignore situations of moderate or high severity, compared with situations of low severity, and were significantly more likely to report a moderately severe or highly severe incident than an incident of low severity. CONCLUSIONS: The response of mental health paraprofessionals to hypothetical ethics violations suggests that they are able to recognize and evaluate the severity of ethics violations and weigh the potential effects of their responses. However, their responses to hypothetical situations may not reflect how they would respond to actual ethics violations on the job.

Adult↗
PubMed1996

The moral foundations of scientific ethics and responsibility.

Any significant involvement of AADR/IADR in ensuring responsible research among their members must be grounded in a widely accepted consensus that there are good moral reasons for such involvement. One important source of such reasons is AADR/IADR's identity as a scientific research, a professional, and a dental association. These identities and the commitments to society and to clients implicit in them generate several mutually reinforcing reasons for taking responsibility for the reliability of members' research. With regard to scientific research, these reasons arise from what it means to do such research, and from the various ways the larger society supports that activity. With regard to the professional dimension, the reasons arise from what it means to be a profession in this society and can be best seen in relation to the four major characteristics of professions. With regard to AADR/IADR's being a dental profession, such reasons arise from dental researchers' specific role in the dental family of professions' goal of delivering optimal care to the clients of practitioners. The clients' perspective, specifically the need to be able to trust that one will receive the best care possible, is a final source for such reasons. Two current issues, the sharing of findings and commercial/industrial support for research, give new urgency to this question of the Association's role in ensuring responsible research.

Biomedical Research↗
PubMed1996

Process and procedures for dealing with misconduct: a necessity or a nightmare?

After a scientific and professional association has developed a code of ethics, it must develop a set of procedures to investigate, adjudicate, and enforce the code's provisions. The author, who is a scientist and an attorney, describes and discusses the fundamental legal principles that must be adhered to so that complaints against members can be adjudicated fairly, objectively, and with little legal risk to the association. The paper defines the concept of due process as it applies to private, non-profit associations and provides an example of how one professional and scientific association actually goes about adjudicating claims of misconduct against its members. It also informs associations about the liability risks that may confront them when they enforce a code of ethics, offers suggestions of how to manage those risks successfully, and concludes by cataloguing some of the financial burdens enforcement entails.

Biomedical Research↗
PubMed1996

Survey of ethical issues in dental research.

The American Association for Dental Research (AADR) surveyed its leaders to determine their perceptions of the prevalence of problematic research practices and the possible roles AADR should play in promoting scientific integrity. Seventy-six of the 98 program chairs and Association officers (1990-1995) surveyed responded. In general, these respondents did not think that serious misconduct or sloppy science occurred more often in AADR than in other scientific disciplines. Overall, respondents rated practices that undermine the trustworthiness of science (falsifying or fabrication of research data, retaliation, failure to present negative results, failure to disclose involvement with commercial enterprises, failure to maintain research records, etc.) as more serious, but less prevalent, than practices considered disrespectful of the work of others (gift authorship, citing sources without reading them, dividing a project into many small units, etc.). All respondents said that they had observed each of the less serious problematic practices one or more times, whereas 10% reported having observed retaliation, 30% reported having observed falsification, and 54% reported having observed plagiarism one or more times. AADR leaders had observed many more instances of misconduct and other problematic research practices than had faculty surveyed by Swazey et al. (1993), supporting conclusions by Greenberg and Goldberg (1994) that status and years of experience are associated with more frequent observations of misconduct. With respect to the possible roles the AADR might play in promoting research integrity, 88% thought that AADR should develop ethics cases and materials for educational use, 78% thought that AADR should create a process for addressing allegations of misconduct, 72% thought that the Association should develop an ethics committee or consultation service, 55% thought it should create a yearly ethics symposium, and 45% thought that the AADR should develop a more specific code of ethics to complement the general code recently developed by the IADR.

Administrative Personnel↗
PubMedDate not supplied

Teachers with learning disabilities: a view from both sides of the desk.

The purpose of this qualitative multicase study was to explore the perceptions of individuals who could speak from both sides of the special education desk--as students and as teachers. The three participants for this study each received special education services for learning disabilities while in school and were currently teaching students with learning disabilities. Specifically the study focused on how participants' past experiences with receiving special education services influenced their current practice as special education teachers. Participants' views on service delivery models, the importance of teacher expectations, and the value of conceiving a learning disability as a tool rather than a deficit are discussed.

Adolescent↗
PubMedDate not supplied

Diabetes educators: assessment of evolving practice.

A survey evaluating the professional characteristics and practice patterns of diabetes educators was distributed across the United States. The specific survey aims were to assess whether (1) there continues to be a growing trend among US health professionals who consider themselves diabetes educators to obtain certification as certified diabetes educators (CDEs), (2) duties/services associated with diabetes self-management training (DSMT) and medical/medication management differ between diabetes educators who are CDEs versus those who are non-CDEs, and (3) educator practice patterns differ across the major geographic regions of the United States. Of the 507 diabetes educators completing the survey, 83% identified themselves as CDEs. Diabetes educators responding to similar surveys done in 1992 and 1999, 51% and 63%, respectively, identified themselves as CDEs. In this survey, a similar percentage of CDEs and non-CDEs employed DSMT practices of relatively low complexity (eg, general diabetes education) whereas a significantly higher percentage (P < .001) of CDEs employed DSMT practices of relatively high complexity (eg, insulin pump training). Significantly (P < .001) more CDEs provided medical/medication management services compared to non-CDEs. Finally, the practice patterns among CDEs were minimally influenced by region of the country. These results suggest that (1) the trend toward increased certification among diabetes educators has continued, (2) certification is associated with a greater likelihood of delivering complex DSMT services and medical/medication management, and (3) this pattern is consistent across the nation as a whole.

Certification↗
PubMed1998

Physician satisfaction with review boards: the provincial psychiatric hospital perspective.

OBJECTIVES: To assess the level of satisfaction of physicians in provincial psychiatric hospitals with Review Boards (RBs) regarding Civil Commitment Certificates (CCCs), Certificates of Incompetence (COIs), and Treatment Orders (TOs). METHOD: A total of 200 survey questionnaires were distributed to physicians in provincial psychiatric hospitals. Ninety surveys (completed by 25 females, 45 males, and 20 unknown gender) were returned, representing a 45% return rate. Because of their assignments (for example, outpatient department), not all physicians were involved with RBs, and the return rate is likely to have been influenced by this factor. RESULTS: Physician satisfaction rates of 58.2% for CCCs, 66.7% for COIs, and 70.0% for TOs were obtained. Stepwise multiple regression analysis showed that the level of physician satisfaction with RBs for CCCs was predicted best (44.7% of variance) by physician level of comfort with certification and years of institutional affiliation. Qualitative physician responses revealed 3 major themes: patient-related issues, physician-related issues, and RB structure- and process-related issues. CONCLUSIONS: Strategies that increase physician comfort level with RBs and changes in the medicolegal structure and process are discussed. A similar survey of patients and RB members is recommended.

Adult↗