Students more familiar with the quantifiable knowledge taught in medical and premedical curricula become aware that this perspective is not the only or even the most comprehensive way to see health, illness, and healing.
Developing drugs for profit is challenged in Parasites!, a patient education comic that highlights the need for unprofitable drugs for tropical diseases.
AMA J Ethics. 2018;20(2):167-175. doi:
10.1001/journalofethics.2018.20.2.msoc1-1802.
Viewing dementia as a distinct disease promotes funding for research but may stigmatize those who have dementia and lead to disinvestment in caregiving.
AMA J Ethics. 2017;19(7):713-719. doi:
10.1001/journalofethics.2017.19.7.mhst1-1707.
The high price of cancer drugs in the US relative to European countries with universal health care raises ethical issues of access, financial burden on patients, and unsustainability of the health care system.
AMA J Ethics. 2015;17(8):750-753. doi:
10.1001/journalofethics.2015.17.8.nlit1-1508.
The five-year curriculum in medical humanities at the Cleveland Clinic Lerner College of Medicine seeks to create a foundation for practice and to develop intercampus, interinstitutional, and community programming.
AMA J Ethics. 2015;17(6):491-495. doi:
10.1001/journalofethics.2015.17.6.spec1-1506.
Hilary Daniel joins Ethics Talk to discuss her article, coauthored with Courtney Perlino and Dr Amy B. Cadwallader: “Which Drugs Should Be on the Essential Medicines List?”