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.
My most important job is to help my patients (and their families) who are depressed, grieving, or angry following severe injury or illness to imagine possible narratives for the next chapter of life.
AMA J Ethics. 2015;17(6):500-505. doi:
10.1001/journalofethics.2015.17.6.ecas1-1506.
The neurodiversity movement challenges us to rethink autism through the lens of human diversity, valuing diversity in neurobiologic development as we would value it in gender, race, ethnicity, religion, or sexual orientation.
The legal definition of a patient and the corresponding duties of the physician have been debated in state courts for over a century, and many aspects of the question are still unresolved.
Michael Farias, MD, MS, MBA and Rahul H. Rathod, MD
A distinguishing feature of a SCAMP is its ability to capture knowledge-based diversions from a recommended pathway and to “learn” from such individualized patient management.
There are two main approaches to telling patient stories in medical memoir. One is securing informed consent from the patients whose stories we tell; the other is de-identification. Each of these, however, creates new problems.
Asking for forgiveness may be oppressive to a patient or family still grappling with the fact of the harm, the impact of the harm, and their own emotional response to the harm.