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Medical ethics teaching. Report of a National Medical School Survey.

Medical ethics teaching was surveyed at American medical schools. Of 107 schools that responded, 97 indicated some kind of medical ethics teaching. This included, however, 19 schools where teaching was only by discussion of ethical issues in courses not primarily identified as ethics courses. Fifty-six institutions (up from 17 in 1972) reported that they conducted special conferences, lectures, or seminars on issues in medical ethics. Specific medical ethics electives were offered in 47 schools; some kind of required course existed at six institutions. The number of faculties with major commitments to medical ethics teaching increased approximately 50% (from 19 to 31). Several schools now have departments or interdepartmental teaching programs with formal structure and permanent staff.

Curriculum↗

Medical ethics committees in Hungary.

Hungarian medical ethics committees were established at the end of the 1950s. They came into being on the Communist Party's initiative. They could hardly be called "interdisciplinary" since their membership was made up of high-ranking physicians and a few head nurses. Their main task was to counter the practice of "tipping." Medical ethics and "tipping" were practically synonymous. These committees did not confront or try to resolve ethical problems concerning such issues as patient rights, informed consent, refusal of treatment, human experimentation, abortion, etc. These committees - whether it is believable or not - belonged to the Physicians Health Workers Trade Union. They were under the guidance and supervision of this social organization. The public was excluded from their meetings, and the committees' duty was to follow the health laws which were supposed to have given excellent ethical guidance. Even in a textbook on medical ethics used at one of the medical universities, written by a psychiatrist, the health laws were presented and explained back and forth. Of the 88 pages only 23 dealt with morals in general and the Hippocratic tradition. The Hungarian National Health Service as well as its medical ethics committees are similar in many respects to the Soviet and Eastern European countries' health care system and ethics committees. Since radical changes have taken place in these so-called "former" communist countries, it can only be hoped that these committees will eventually develop into groups who will deal directly with the moral questions or medicine and health care.

Communism↗

Ethical and psychological aspects of living donorship and life with a donated organ.

There is far-reaching consent in the literature that public and consensual agreements on the basics of the different aspects of medical ethics are inalienable before the instigation of any innovative transplant procedure. In the case of a certain method and/or of an individual patient, however, the ultimate ethical evaluation can most likely never be entirely complete before this application. Ethical evaluation depends on the actual criteria used, the present knowledge regarding the risk--benefit--balance as well as on the ethical evaluation of the patient's and his family's own feelings and expectations which are not entirely conscious. In relation to the so-called "fundamental and constant ethical guidelines" and under a psychological perspective potential, ethical conflict constellations are presented which have to be dealt with in the process of ethical and psychological evaluation before living organ transplantation.

Child↗

Looking back, looking beyond: revisiting the ethics of genome generation.

This paper will explore some of the ethical imperatives that have shaped strategic and policy frameworks for the use of new genetic technologies and how these play a role in shaping the nature of research and changing attitudes; with an attempt to conceptualize some theories of genetic determinism. I analyse why there is a need to put bioethical principles within a theoretical framework in the context of new technologies, and how, by doing so, their practical applications for agriculture, environment medicine and health care can be legitimized. There are several theories in favour of and against the use of genetic technologies that focus on genes and their role in our existence. In particular the theory of geneticisation is commonly debated. It highlights the conflicting interests of science, society and industry in harnessing genetic knowledge when the use of such knowledge could challenge ethical principles. Critics call it a 'reductionist' approach, based on arguments that are narrowed down to genes, often ignoring other factors including biological, social and moral ones. A parallel theory is that there is something special about genes, and it is this "genetic exceptionalism" that creates hopes and myths. Either way, the challenging task is to develop a common ground for understanding the importance of ethical sensitivities. As research agendas become more complex, ethical paradigms will need to be more influential. New principles are needed to answer the complexities of ethical issues as complex technologies develop. This paper reflects on global ethical principles and the tensions between ethical principles in legitimizing genetic technologies at the social and governance level.

Ethics, Medical↗

[Research and ethics in emergency medicine. Findings of a workshop].

Prerequisites for experimental study designs are extremely difficult to realise under prehospital emergency conditions. Results obtained in animal experiments always need validation with prehospital or in hospital patient studies. Investigations related to emergency medicine are, however, an ethical obligation on behalf of the patient. A retrospective analysis of the available literature should be considered a prerequisite for prospective randomised and controlled studies. Frequently, a pilot study or feasibility trial needs to precede the actual study. Informed consent must be obtained for all patient studies. However, under emergency conditions informed consent cannot always be obtained due to unconsciousness, etc. Nevertheless, the following principles should be observed: (a) randomised studies are essential, even in emergency medicine; (b) they are ethically acceptable if the treatment provided for the study group is at least equivalent to the therapy for the control group; (c) only these preconditions guarantee that the patient always receives treatment in accordance with the standard of treatment. If the patient is unconscious or otherwise unable to give informed consent, the principle of deferred consent is acceptable. The deferred consent principle should be carefully documented. A prospective randomized study represents the gold standard for an investigation, even under emergency conditions. There are different principles of randomization: telephone or telefax randomisation, etc. Emergency medicine investigations need to be completed within a reasonable time frame which should, as a rule, not exceed 2 years. Otherwise, too many items might change without being noted. Curative treatment and the intention to treat are terms employed by ethics committees. If an investigation does not bear in itself additional risk factors, it does not necessarily have to be brought before the ethics committee. If, however, for example, the effect of obtaining blood samples is investigated separately for research purposes, the patient needs to be informed and sign the respective agreement. In Germany the ethics committees have agreed to accept their respective decisions. For multicentre and multinational studies, however, the ethics committees also need to accept decisions made by non-German ethics committees. Not all therapeutic principles can serve as the basis of prospective randomized studies because they need to be considered the present standard of care (e.g., endotracheal intubation, etc.). Nevertheless, the feasibility of a study should be assessed according to the 1-3 rating proposed by the American Heart Association. In principle, the overall emergency physician protocol does not fulfill scientific requirements. For all studies, particularly in the prehospital setting, an independent observer should be involved for documentation purposes. Scores can be of importance for investigating different treatment regimens. Biases in emergency medicine studies focus on the variability of EMS, personnel qualifications, etc. This is in part why it is extremely difficult to prove efficacy and efficiency in emergency medicine. The results of emergency medicine investigations should be published in suitable journals, i.e., journals with a reasonable rating.

Emergency Medicine↗

[Ethical aspects of clinical neuroscience].

This paper deals with ethical implications of neuroscientific research on patients as well as with the application of its results in diagnosis and treatment for brain diseases, in which a considerable demand for research exists due to their high frequency, long duration, disabling consequences, and unsatisfactory or nonexistent treatment possibilities. Such indispensable research on patients calls forth the basic ethical tension between respect of autonomy and dignity of the sick individual (as well as the avoidance of somatic and psychic risks and burdens) and the ethically justified demand for flawless research in recognizing, preventing, reducing, or eliminating disability and suffering caused by disease. The demand for research today also results from the increasing orientation of insurance companies towards scientifically proven evidence of the efficacy and safety of medical interventions: "evidence-based medicine." This is illustrated by 3 examples: (1) use of fetal brain tissue/cells from planned abortions in patients in therapy-resistant final stages of Parkinson's disease and the effects of neurotransplantation on the recipients, (2) research with demented patients incompetent to give informed consent, and (3) predictive (presymptomatic, prenatal) testing in the genetic counseling of individuals from families with Huntington's chorea. We conclude that adherence to high ethical standards is of inestimable significance, not only for those participating in research but also for public acceptance of that research. This is particularly valid in Germany, where nonobservance and the undermining of ethical principles was grossly practiced in the first half of this century on the slippery descent into the abyss. Therefore, continued scrutiny with the increasing variety of ethical problems in medical research is demanded. However, this will be achieved not by taboos and prohibitive regulations but only through open discussion between scientists, particularly probands in research, patients' relatives, and the public. This leads to four demands: listening honestly and openly, both in single cases and in the public sector, training in recognition and consideration of ethical problems, and reducing unfavorable conditions such as complex bureaucratic regulations, negative public views, overzealous efficiency, and insufficient time. Sufficient numbers of qualified personnel are needed who are trained in listening and who will have the time to do so.

Dementia↗

[Instruction in medical ethics during clinical training for medical students: report on experience in radio-oncology].

The article gives a review of the current state of education in medical ethics in Germany. The issue is considered from the viewpoint of radio-oncology. Both the pertinent literature and our own experience in teaching medical ethics are presented. In October 2003, medical ethics was integrated into the curriculum of medicine. The aim was to train competence in the field of personal attitudes and to intensify skills of moral reasoning. Our own experiences are positive, which is in accordance with the reports of other working groups. Most of the students were interested in education in medical ethics and looked upon ethical training as being an important part of their studies. Medical students are interested in ethical education during the clinical period of their studies, which has been taken into account since the actual change of the curriculum. Radio-oncologists as specialists in other clinical fields can offer important contributions when they discuss clinical cases from the viewpoint of medical ethics. The long-term effect of such an education will become the subject of future research.

Curriculum↗

Sudden cardiac death: ethical considerations in the return to play.

The team physician-athlete relationship prompts many basic questions in medical ethics. Return-to-play decisions form many of the core responsibilities facing team physicians, and occasionally these decisions can have overriding ethical dilemmas. Therefore, a structured ethical decision-making process is a valuable skill for every successful sports medicine physician. An ethical question is confronted here in a case presentation that weighs the risk of repeat sudden cardiac death and the potential for failed cardiac resuscitation against the athlete's interest to play competitive basketball. The article applies a four-step framework for ethical decision making in sports medicine. The important first step includes gathering medical information and understanding the preferences of the athlete. Step 2 brings together the decision-making stakeholders, the team physician as a member, to define ethical issues and apply ethical principles: beneficence, non-maleficence, and patient autonomy. Step 3 selects a course of action with unbiased analysis and arrives at a good choice that merits an action plan in step 4. This decision need not be perfect, but should reinforce the team physician's responsibilities to the athlete and center on the athlete's welfare.

Basketball↗

What's philosophically interesting about engineering ethics?

What makes a subject philosophically interesting is hard-to-resolve confusion about fundamental concepts. Engineering ethics suffers from at least three such fundamental confusions. First, there is confusion about what the "ethics" in engineering ethics is (ordinary morality, philosophical ethics, special standards, or something else?) Second, there is confusion about what the profession of engineering is (a function, discipline, occupation, kind of organization, or something else?) Third, there is confusion about what the discipline of engineering is. These fundamental confusions in engineering ethics connect with philosophically interesting work in moral theory, political philosophy, and philosophy of science. Work in these areas may help with the philosophical problems of engineering ethics. But, equally important, work in engineering ethics may help with the philosophical problems in these others fields.

Engineering↗

A psychological model that integrates ethics in engineering education.

Ethics has become an increasingly important issue within engineering as the profession has become progressively more complex. The need to integrate ethics into an engineering curriculum is well documented, as education does not often sufficiently prepare engineers for the ethical conflicts they experience. Recent research indicates that there is great diversity in the way institutions approach the problem of teaching ethics to undergraduate engineering students; some schools require students to take general ethics courses from philosophical or religious perspectives, while others integrate ethics in existing engineering courses. The purpose of this paper is to propose a method to implement the integration of ethics in engineering education that is pedagogically based on Kohlberg's stage theory of moral development.

Curriculum↗

Introducing ethics across the curriculum at South Dakota School of Mines and Technology.

This paper describes how the Electrical and Computer Engineering Department at South Dakota School of Mines and Technology has chosen to integrate ethics into their curriculum. All university freshmen engineering students are introduced to ethics through the presentation of ethical dilemmas. During this exercise, students are forced to argue both sides ('for' and 'against') of a hypothetical ethical engineering dilemma. It provides a setting for great discussion with the desired outcome that they learn to carefully analyze a situation before they draw conclusions. In the sophomore year, students are introduced to methods to use the fundamental principles, the fundamental canons, and the suggested guidelines for use with the fundamental canons of ethics when analyzing appropriate action to be taken when confronted with ethical dilemmas. We currently use the 'sophomore' method for seniors because the sequencing is just beginning. Next year the seniors will do more in-depth analysis of ethical case studies.

Curriculum↗

The cultural and philosophical foundations of normative medical ethics.

Thirty years ago, the idea that culture and philosophy could provide a foundation for normative medical ethics was more easily entertained than it is today when the very notion of a norm, whether culturally, philosophically or ethically derived, is in itself a problem. In large measure this comes from our contemporary embrace of cultural and philosophical pluralism and an increasing tendency to exchange the difficult belief in abstract and universally applicable norms for the more accessible notion that ethical values are cultural and relative derivatives. Despite this, in the face of the unprecedented ethical dilemmas presented by modern medicine, we have attempted to apply traditional ethical norms and analysis to modern medicine to establish a consensus for its right practice. Unfortunately, the attempt has not been successful, so that wherever we turn we find that ethical problems in medicine remain intractable and unresolved. That, in turn, has prompted a certain scepticism about the efficacy of ethics in medicine. In order to understand why we have reached this impasse, it is essential to realize that we have seriously underestimated the way science and technology have informed and, as a consequence, transformed the practice of medicine. Contributing to this, our tendency to think of technology simply as a way of doing things has blinded us to the fact that it is more fundamentally a way of thinking, knowing and valuing.(ABSTRACT TRUNCATED AT 250 WORDS)

Cultural Characteristics↗

Implementation of first-trimester risk assessment for trisomy 21: ethical considerations.

The performance and evaluation of first-trimester risk assessment should meet standards of scientific and ethical excellence. Scientific standards are well understood. Ethical standards are less well understood. On the basis of the ethical concept of the physician as fiduciary, and the ethical principles of respect for autonomy, beneficence, and justice, we show that the obstetrician has an ethical obligation to routinely offer pregnant women first-trimester risk assessment in high quality centers. On the basis of the professional virtues of integrity and self-sacrifice, we then show that both obstetricians and specialists in risk assessment have a strict ethical obligation to identify, responsibly manage, and disclose both economic and noneconomic conflicts of interests, especially when they are hidden. We conclude that ethics is an essential dimension of implementation of first-trimester risk assessment for trisomy 21.

Down Syndrome↗

The role of ethics in information technology decisions: a case-based approach to biomedical informatics education.

The purpose of this paper is to propose a case-based approach to instruction regarding ethical issues raised by the use of information technology (IT) in healthcare. These issues are rarely addressed in graduate degree and continuing professional education programs in health informatics. There are important reasons why ethical issues need to be addressed in informatics training. Ethical issues raised by the introduction of information technology affect practice and are ubiquitous. These issues are frequently among the most challenging to young practitioners who are ill prepared to deal with them in practice. First, the paper provides an overview of methods of moral reasoning that can be used to identify and analyze ethical problems in health informatics. Second, we provide a framework for defining cases that involve ethical issues and outline major issues raised by the use of information technology. Specific cases are used as examples of new dilemmas that are posed by the introduction of information technology in healthcare. These cases are used to illustrate how ethics can be integrated with the other elements of informatics training. The cases discussed here reflect day-to-day situations that arise in health settings that require decisions. Third, an approach that can be used to teach ethics in health informatics programs is outlined and illustrated.

Curriculum↗

Ethical issues in the conduct of longitudinal studies of addiction treatment.

Many complex ethical issues arise in the day-to-day conduct of longitudinal studies of addiction treatment. These issues are rooted, in part, in the sustained and potentially ambiguous relationship between research staff and study participants, the frequently changing clinical and legal status of study participants, the assertive methods required to generate high follow-up rates, and the numerous systems of care and control in which participants are involved. To identify common ethical issues that arise in such studies, the authors conducted individual and group interviews with seasoned members (case trackers, field trackers, interviewers, and supervisors) of the research team. The ethical dilemmas identified through these interviews fell into seven broad arenas: (1) informed consent for research participation, (2) confidentiality and information disclosure, (3) relationship boundaries between study participants and research staff, (4) duty to warn/report responsibilities, (5) questions of autonomy and privacy, (6) issues related to compensation for research participation, and (7) data integrity. Case studies that illustrate common ethical dilemmas within each of these seven areas are presented and discussed. Ethical dilemmas in the study of addiction treatment can be effectively managed via ethically informed research protocols, staff training in ethical decision-making, monitoring and supervision, and collective debriefing of critical events.

Adult↗

[Comparison of medical ethical competencies of pregraduate third and sixth year students during their internal medical hospital rotations].

PURPOSE: The study looks for medical students ethical understanding during their internal medicine hospital rotations. As a secondary purpose, the study screens if internal medicine ward provides an environment appropriate for pregraduate medical students ethical training. METHOD: Retrospective analysis and comparison of logbook writings from 2 different pregraduate groups of students : Group A = 29, third year medical students and Group B = 28, sixth year medical students, (that is last year pre-graduation). The task instructions were the same for the two groups : to identify and to analyse an ethical problem personally witnessed on the ward and to propose a solution either local or personal. Cognitive semantic units (CSU) were first drawn from the writings then subsequently analysed through two grids 1* according to fundamental principles (P) and 2* according to professional responsibilities (R). RESULTS: Students from group A produced a mean of 13,7 CSU per writing (total of 396 CSU) and those from Group B, 7,3. (total of 205 CSU) ; significant difference with P <0,004 between the 2 groups. Both identification of ethical dilemma itself and outbreaking it in (P) and (R) items and articulating solutions were significantly different between the 2 groups(P <0,004 Wilcoxon). Patient-physician relationship was predominantly present in both groups. While end-of-life and therapeutic issues were more prominent among group B, students of group A disagreed more with staff. Students of group B focused on external causes to excuse their demotivation (final exams'preparation), being more fatalist than cynical towards ethical issues. CONCLUSION: There is an erosion of clinical ethical sensitivity during pregraduate training. This study shows that internal medicine hospital rotation provides enough opportunities (both in number and in variety) to promote keen clinical ethical learning.

Education, Medical, Undergraduate↗

Unraveling ethical issues in palliative care.

OBJECTIVES: To describe the ethical issues inherent in palliative care and the essential role of nurses in addressing the ethical dimensions of professional practice. DATA SOURCE: Review articles, research studies, and books related to ethical issues in palliative care. CONCLUSIONS: Nurses in all roles and practice settings confront numerous ethical concerns. Some of the most perplexing and troubling ethical issues arise within the context of palliative care. Being prepared to deal with these ethical issues can foster patient and family well-being and protect the integrity of the nurse. IMPLICATIONS FOR NURSING PRACTICE: Oncology nurses have a vital role in improving the quality of end-of-life care. Attention to the ethical dimension of palliative care is necessary to accomplishing this.

Decision Making↗

[Cochin Hospital Clinical Ethics Center: the first two years].

INTRODUCTION: In September 2002, Cochin Hospital (Paris, France) opened a Clinical Ethics Center for patients, health proxies and members of the healthcare staff to consult when they face medical decisions raising ethical issues, that is, presenting possible conflicts in values. Three years after the opening of this experimental center that remains unique in France, we evaluated its activities. OBJECTIVES: To describe and compare consultations in 2003 and 2004 and to compare our activity with that of similar units abroad. METHODS: The descriptive analysis is based on data routinely collected for all consultations. RESULTS: The Center received 47 calls in 2003 and 83 in 2004. The most frequent reasons for consultation were: end of life issues (28%), patients' rights (25%), and questions about assisted reproduction technologies (16%). Two factors explain the increase in activity between 2003 and 2004. First, patients and their proxies called much more often: 24 calls in 2004, compared with only 10 in 2003. Second, research protocols designed to focus on specific ethical questions faced by medical teams in their daily practice required them to call systematically in the relevant situations (39 calls in 2004, compared with 15 in 2003). Calls from healthcare workers about one-time or ad hoc ethics questions remained stable (22 in 2003 and 21 in 2004). DISCUSSION/CONCLUSION: Healthcare staff appear to need clinical ethics consultations less for help on ad hoc issues than for long-term collaboration on specific and frequent ethical issues that remain difficult, despite their familiarity. These findings refute earlier fears that healthcare personnel would use these consultations to avoid their own ethical responsibilities. The increasing direct demand from patients and proxies should continue during the next few years, for it corresponds to a profound social trend, to defend one's autonomy in the face of illness and to make decisions and take responsibility for oneself.

Demography↗