Search Results Search Sort by RelevanceMost Recent Viewpoint Dec 2019 Genome Editing, Ethics, and Politics Isabel Gabel, PhD and Jonathan Moreno, PhD Genome editing raises old questions, but CRISPR arose in a political landscape that vastly differs from the early aughts. AMA J Ethics. 2019;21(12):E1105-1110. doi: 10.1001/amajethics.2019.1105. Case and Commentary Oct 2021 Holding Curative and Palliative Intentions Antoinette Esce, MD and Susan McCammon, MD, MFA Differentiating between best palliative care options and the curative and palliative potential of surgery is key to developing dual intentional clarity. AMA J Ethics. 2021;23(10):E766-771. doi: 10.1001/amajethics.2021.766. Medical Education Jun 2014 Exploring Matters of Race through Dialogue in the University of Michigan Medical School’s Longitudinal Case Studies Program Katherine Bakke, Kartik Sidhar, and Arno K. Kumagai, MD Dialogue-based learning can help medical students recognize, acknowledge, and overcome their biases. Virtual Mentor. 2014;16(6):442-449. doi: 10.1001/virtualmentor.2014.16.6.medu1-1406.
Viewpoint Dec 2019 Genome Editing, Ethics, and Politics Isabel Gabel, PhD and Jonathan Moreno, PhD Genome editing raises old questions, but CRISPR arose in a political landscape that vastly differs from the early aughts. AMA J Ethics. 2019;21(12):E1105-1110. doi: 10.1001/amajethics.2019.1105.
Case and Commentary Oct 2021 Holding Curative and Palliative Intentions Antoinette Esce, MD and Susan McCammon, MD, MFA Differentiating between best palliative care options and the curative and palliative potential of surgery is key to developing dual intentional clarity. AMA J Ethics. 2021;23(10):E766-771. doi: 10.1001/amajethics.2021.766.
Medical Education Jun 2014 Exploring Matters of Race through Dialogue in the University of Michigan Medical School’s Longitudinal Case Studies Program Katherine Bakke, Kartik Sidhar, and Arno K. Kumagai, MD Dialogue-based learning can help medical students recognize, acknowledge, and overcome their biases. Virtual Mentor. 2014;16(6):442-449. doi: 10.1001/virtualmentor.2014.16.6.medu1-1406.