Dr Helen Stanton Chapple joins Ethics Talk to talk about teaching health professions students and trainees about acknowledging and realizing dying in a healthy way.
Every physician should know that erotic pleasures occur in more diverse situations than one can imagine and that gender identity is a complicated idea.
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.
Rachelle E. Bernacki, MD, MS and Susan D. Block, MD
The Serious Illness Communication Checklist provides clinicians with a tool to facilitate discussions about end-of-life issues at the right time in the right way and document the vital information the discussion elicits.