Oliver Schirokauer, PhD, MD, Thomas A. Tallman, DO, MMM, Leah Jeunnette, PhD, Despina Mavrakis, MBA, and Monica L. Gerrek, PhD
An educational initiative is described in which medical and bioethics students observe health care in an urban jail for two days and reflect on their learning.
AMA J Ethics. 2017;19(9):845-853. doi:
10.1001/journalofethics.2017.19.9.peer1-1709.
In the same way that we learn about normal variations in blood pressure, we need to learn about “normal” variations in sexual interests and practices. We want to avoid clueless questions or unintentionally inflammatory statements.
Lydia Smeltz joins Ethics Talk to discuss her article, coauthored with Drs Susan M. Havercamp and Lisa Meeks: “Aspiring to Disability Consciousness in Health Professions Training.”
Nubia Chong, MD, Maria Mirabela Bodic, MD, Peter Steen, MD, Ludwing Salamanca, MD, PhD, and Stephanie LeMelle, MD, MS
Paternalistic language in patients’ health records is of specific ethical concern because it emphasizes clinicians’ power and patients’ vulnerabilities and can be demeaning and traumatizing.
AMA J Ethics. 2024;26(3):E225-231. doi:
10.1001/amajethics.2024.225
Dr Steven Starks joins Ethics Talk to discuss the shortage of geriatric psychiatrists and how cross-specialty training can prepare clinicians of all specialties to care for geriatric patients.
The pace at which neurotechnological developments are being translated into clinical applications calls for a preparatory neuroethical model that can plot the benefits, burdens, and risks of neurosurgery as a step toward minimizing risks and maximizing benefits.
Dr Peter Steen joins Ethics Talk to discuss his article, coauthored with Drs Nubia Chong, Maria Mirabela Bodic, Ludwing Salamanca, and Stephanie LeMelle: “What Should Students and Trainees Learn About Patient-Centered Documentation?”
There is much to be gained by integrating ethics and EBM, focusing on the implications of uncertainty for clinical practice and exploring the effect a clinician’s values have on acquisition and application of evidence.
A medical student has no duty to refrain from repeating a clinical instructor’s comments except for patient-revealing elements. He may, in fact, have a duty to repeat those remarks to someone who can correct the instructor.