Slides from a presentation given to the Medical Sociology discussion group at the University of Leicester, reviewing Neil Manson and Onora O'Neill's 2007 book "rethinking informed consent in bioethics"
www.lefthandedbiochemist.wordpress.com
This document discusses the challenges of shared medical decision making in oncology from an oncologist's perspective. It notes that while standardization of treatment guidelines is important for quality measures, personalization of treatment based on tumor biology is increasingly important. Decision aids can help but challenges remain in balancing standardization with personalization, as absolute benefits of treatments vary between patients based on factors like age and comorbidities. Overall treatment trends are moving from a one-size-fits-all approach based solely on cancer stage to a more personalized approach incorporating individual tumor characteristics.
The document summarizes the unethical Tuskegee Syphilis Study conducted from 1932-1972 by the U.S. Public Health Service on 399 black men in Alabama. The men were told they were receiving treatment for "bad blood" but were not treated for their syphilis. They were studied to observe the long-term effects of untreated syphilis, which resulted in death and health complications. The study violated principles of informed consent, respect for persons, and was not stopped even after penicillin became available as treatment. It was exposed in 1972 and led to the 1979 Belmont Report establishing ethical guidelines to protect human subjects.
Charlie Keller, a primary care physician at Mercy Clinics, Inc. describes Mercy's experience with shared decision making implementation.
This presentation was part of a Shared Decision Making Month webinar -- Shared Decision Making in the Real World: Stories from the Frontline.
This document discusses several key concepts in medical ethics including autonomy, consent, confidentiality, and the right to life. It defines autonomy as self-governance and the right to make informed healthcare decisions. Consent requires voluntary agreement after being fully informed, and can be implied, expressed orally or in writing. Confidentiality protects private patient information. The right to life is inherent but issues arise regarding abortion, euthanasia and capital punishment. The MTP Act permits abortion up to 12-20 weeks under certain conditions to protect women's health and circumstances.
This document discusses the requirements for informed consent in medical research. It specifies that informed consent protects autonomy by allowing patients to make free and fully informed choices about research participation. The key conditions for informed consent are understanding the risks and benefits, competence, and freedom from coercion. It discusses how these conditions may be difficult to assess in vulnerable populations like prisoners, children, or the mentally ill. The document also analyzes the Jehovah's Witness case where patients refuse blood transfusions based on religious beliefs, and whether researchers should challenge irrational refusals to participate in research.
The 40-year Tuskegee Syphilis Study had devastating impacts on the African American community and revealed systemic ethical issues. Researchers intentionally did not treat Black men infected with syphilis, despite having penicillin, resulting in deaths and congenital syphilis cases. This vast experiment without consent eroded trust in medicine among minorities. It led to reforms like required informed consent and institutional review boards to protect human subjects. However, its harmful legacy of distrust persists today.
This document provides an overview of medical ethics concepts including definitions of ethics, bioethics, and medical ethics. It discusses both western and Islamic approaches to ethics and ethical analysis. Tools and frameworks for resolving ethical issues are presented, including the 4 boxes model and CASES approach. An example case involving patient Dax Cowart refusing treatment is described for group analysis and discussion using these different analytical frameworks.
This document provides an introduction to shared decision making (SDM) and patient decision aids. It defines SDM as a process where patients are involved in making an informed, values-based choice between medically reasonable options. The document outlines the six steps to SDM and explains how patient decision aids can support the process by providing balanced information about conditions, treatments, and patient stories. It also reviews evidence that SDM increases patient knowledge and involvement in decisions, improves risk perception, and reduces decisional conflict and uncertainty.
This document discusses the challenges of shared medical decision making in oncology from an oncologist's perspective. It notes that while standardization of treatment guidelines is important for quality measures, personalization of treatment based on tumor biology is increasingly important. Decision aids can help but challenges remain in balancing standardization with personalization, as absolute benefits of treatments vary between patients based on factors like age and comorbidities. Overall treatment trends are moving from a one-size-fits-all approach based solely on cancer stage to a more personalized approach incorporating individual tumor characteristics.
The document summarizes the unethical Tuskegee Syphilis Study conducted from 1932-1972 by the U.S. Public Health Service on 399 black men in Alabama. The men were told they were receiving treatment for "bad blood" but were not treated for their syphilis. They were studied to observe the long-term effects of untreated syphilis, which resulted in death and health complications. The study violated principles of informed consent, respect for persons, and was not stopped even after penicillin became available as treatment. It was exposed in 1972 and led to the 1979 Belmont Report establishing ethical guidelines to protect human subjects.
Charlie Keller, a primary care physician at Mercy Clinics, Inc. describes Mercy's experience with shared decision making implementation.
This presentation was part of a Shared Decision Making Month webinar -- Shared Decision Making in the Real World: Stories from the Frontline.
This document discusses several key concepts in medical ethics including autonomy, consent, confidentiality, and the right to life. It defines autonomy as self-governance and the right to make informed healthcare decisions. Consent requires voluntary agreement after being fully informed, and can be implied, expressed orally or in writing. Confidentiality protects private patient information. The right to life is inherent but issues arise regarding abortion, euthanasia and capital punishment. The MTP Act permits abortion up to 12-20 weeks under certain conditions to protect women's health and circumstances.
This document discusses the requirements for informed consent in medical research. It specifies that informed consent protects autonomy by allowing patients to make free and fully informed choices about research participation. The key conditions for informed consent are understanding the risks and benefits, competence, and freedom from coercion. It discusses how these conditions may be difficult to assess in vulnerable populations like prisoners, children, or the mentally ill. The document also analyzes the Jehovah's Witness case where patients refuse blood transfusions based on religious beliefs, and whether researchers should challenge irrational refusals to participate in research.
The 40-year Tuskegee Syphilis Study had devastating impacts on the African American community and revealed systemic ethical issues. Researchers intentionally did not treat Black men infected with syphilis, despite having penicillin, resulting in deaths and congenital syphilis cases. This vast experiment without consent eroded trust in medicine among minorities. It led to reforms like required informed consent and institutional review boards to protect human subjects. However, its harmful legacy of distrust persists today.
This document provides an overview of medical ethics concepts including definitions of ethics, bioethics, and medical ethics. It discusses both western and Islamic approaches to ethics and ethical analysis. Tools and frameworks for resolving ethical issues are presented, including the 4 boxes model and CASES approach. An example case involving patient Dax Cowart refusing treatment is described for group analysis and discussion using these different analytical frameworks.
This document provides an introduction to shared decision making (SDM) and patient decision aids. It defines SDM as a process where patients are involved in making an informed, values-based choice between medically reasonable options. The document outlines the six steps to SDM and explains how patient decision aids can support the process by providing balanced information about conditions, treatments, and patient stories. It also reviews evidence that SDM increases patient knowledge and involvement in decisions, improves risk perception, and reduces decisional conflict and uncertainty.
This document discusses the principle of autonomy in medical ethics. It begins by defining autonomy as self-rule or self-determination without undue external influence. The document then discusses how autonomy relates to informed consent and respecting patients' medical decisions. It also addresses challenges in applying autonomy, such as at the end of life or with patients who have impaired decision-making capacity. The document emphasizes that respecting patient autonomy involves providing full information, upholding confidentiality, and not overriding patients' preferences against their will.
Medical Ethics is what every physician and healthcare worker should know. We need to understand Ethics and its application in various cultures, societies and its changes according to norms and values. Once society will be given health education regarding Medical Ethics many issues can be resolved in a decent manner. It ultimately gives a very positive impression of all the actions which a healthcare worker performs otherwise at times seems inappropriate by society. This is not for the sake of healthcare worker or for the patients it is primarily for the whole community.
What are the rights of patient? role of ethical committee and parameters of a physician all need to be addressed properly.
This document provides guidance and reminders for an educational session on informed consent. It instructs participants to turn off electronics and participate in a debriefing session. It outlines learning objectives around shared decision-making, the informed consent conversation, and obtaining consent consistent with standards. Key elements of the informed consent conversation are described, including setting the environment, discussing options and patient preferences, and documenting the discussion and patient decision. Potential challenges like incapacitated patients, treatment refusal, language barriers, and consent for minors are also addressed.
This document provides an introduction to medical ethics, discussing why ethics have become important in healthcare, key principles of medical ethics such as autonomy, beneficence, non-maleficence, and justice. It describes what ethics are and are not, outlining that ethics refer to moral standards of behavior. The document then discusses topics like informed consent, ethics committees, clinical ethics, and codes of medical ethics like the Declaration of Geneva and Hippocratic Oath. In under 3 sentences, the document provides an overview of key concepts in medical ethics for healthcare professionals.
This document discusses the history and principles of bioethics. It begins by explaining how advances in medicine raised new moral issues that ethicists worked to address. Notable cases of unethical human subject research helped establish principles like informed consent and respect for persons. Guidelines like the Nuremberg Code aimed to prevent future abuses. The document then examines key bioethical principles like autonomy, beneficence, nonmaleficence, and justice. It explores how these principles guide issues like informed consent, respecting patient values, avoiding harm, and fair allocation of resources. The challenges of applying principles to complex real-world cases are also discussed.
The document discusses how exposure to opposing views is important for deliberation but difficult to achieve. It argues that while the internet enhances abilities to access diverse information, several "drivers" tend to channel people towards homogeneous groups and limit exposure to opposing views. These drivers include:
1) People's tendency to form online clubs and associations with like-minded others, seeking information from sources that confirm their views.
2) The way people selectively expose themselves to information sources that agree with them politically and avoid opposing views.
3) The fragmentation of online spaces into separate hyperlinked communities that expose users primarily to similar rather than opposing perspectives.
This document discusses research ethics from an Islamic perspective. It begins by defining ethics and exploring ethics in Islam's history. It then discusses ethics in different aspects of research, including objectives of research ethics, ethics that should be followed at different research stages, and ethical issues like informed consent, privacy, and deception. The document also examines sources of tension in research ethics between principles like beneficence and human dignity. It outlines researchers' responsibilities to participants and the research community, such as protecting safety, reputation and enabling further research. The conclusion emphasizes the importance of awareness and understanding of ethical issues in research.
Session 4 informed consent and confidentialitysherkamalshah
This document discusses confidentiality and informed consent. It defines confidentiality as limiting access to certain information through agreements. Informed consent is defined as a client agreeing to a treatment or procedure after receiving all relevant information about risks and benefits. The importance of maintaining confidentiality and obtaining informed consent is also discussed, including protecting privacy and fulfilling ethical principles of patient autonomy. Elements of informed consent, the consent process, and exceptions are outlined. Nurses play an important role in ensuring patients are fully informed when providing consent.
Dr Mark Sheehan: Ethical issues in priority settingNuffield Trust
This document discusses the ethical issues involved in healthcare resource allocation and priority setting. It examines principles of distributive justice and fair process. Priority setting involves considering clinical effectiveness, cost, need and ability to benefit. Fair allocation of resources balances equality of outcome, based on treatments being equally effective or cost-effective, with equality of persons where individuals are treated equally. A fair process of accountability for reasonableness is proposed to balance these considerations and allow for appeal of decisions. Exceptions to policies and a modified "rule of rescue" are discussed to account for identifiable individuals.
Ethics Matters Understanding the Ethics of Public Speakin.docxSANSKAR20
Ethics Matters: Understanding the Ethics of Public Speaking
Sections 4.1-4.2
Ethics Today & The Ethics Pyramid
The Ethics PyramidA model developed by Elspeth Tilley, proposes three basic concepts: intent, means, and ends.
IntentionSimilarly, an ethical listener keeps an open mind, listening to the speaker before making judgments.One way to assess intent is to seek feedback from others; how ethical do they think a behavior or a remark is?A second way to assess intent is to check out existing codes of ethics.Third, consider whether a behavior is beneficial for the majority, or whether you would approve of the same behavior from someone else.Sometimes people can engage in unethical behavior unintentionally; plagiarism often occurs when a speaker uses a phrase or content, forgetting that he or she read it in someone else’s work.
MeansMeans are the tools or behaviors we use to achieve a desired outcome.We have choices about which means to employ in persuading others.Threats and other forms of manipulation are unethical behaviors.Making a respectful request is ethical.
EndsThe outcomes you hope to achieve, say McCroskey, Wrench, and Richmond (2002).Some end results could be good for the source (speaker) but bad for the receiver (listener). An example would be persuading audience members to buy something they don’t actually want.Your goal should be chosen according to ethical standards you and your audience expect from each other.
Why the Pyramid MattersUnderstanding ethics is a matter of balancing all three parts of the ethical pyramid.Tilley recommends testing the ethics of a given behavior by asking:“Have I discussed the ethicality of the behavior with others and come to a general consensus that the behavior is ethical?”“Does the behavior adhere to known codes of ethics?”“Would I be happy if the outcomes of the behavior were reversed and applied to me?”
Section 4.3
Ethics in Public Speaking
The NCA Credo for Ethical CommunicationA statement of their values about ethics in human communication.
Nine Principles of Ethical Communication
Principle 1Truthfulness, accuracy, honesty, and reason.
Principle 2Freedom of expression, diversity of perspective, and tolerance of dissent.
Principle 3Understanding of and respect for other communicators before passing judgment.
Principle 4Access to communication resources and opportunities for the purpose of promoting the well-being of families, communities, and society.
Principle 5Communication climates of caring, mutual understanding, and respect.
Principle 6Condemnation of distortion, intimidation, coercion, violence intolerance, hate speech, violence, or other behavior that degrades people.
Principle 7Support for the expression of personal convictions in pursuit of fairness and justice.
Principle 8Advocate sharing information, opinions, and feelings while respecting privacy and confidentiality.
Principle 9Responsibility for the short- and long-term cons ...
EMPHNET-PHE Course: Module02: ethical principles and theories and the core pr...Dr Ghaiath Hussein
This document provides an overview of different ethical theories and principles relevant to public health practice and research. It discusses major philosophical approaches like deontology, utilitarianism, and virtue ethics. It also covers religious approaches like Islamic ethics and key principles in public health ethics around concepts like autonomy, beneficence, non-maleficence, and justice. Specific issues like informed consent, conflicts of interest, and resource allocation are examined through the lens of these different theories. The document aims to help public health practitioners analyze and approach ethical issues in their work.
Critical thinking involves using logic and reasoning to evaluate the truth or falsity of claims. Reasoning refers to advancing truth claims through logical argumentation. A critical thinker must be able to identify different types of statements such as claims, which can be true or false, and non-statements like questions or commands that lack truth value. Critical thinking also requires distinguishing between simple and complex claims as well as beliefs and opinions, which are also truth-bearing statements open to evaluation.
This document discusses the complex relationship between epidemiology, public health interventions, and ethics. It makes three key points:
1. There is no direct or simple relationship between scientific evidence ("what we know") and determining public health actions ("what to do"). Decisions require considering multiple epistemological and normative factors.
2. Public health problems cannot be oversimplified as dilemmas between two options. They involve negotiating many trade-offs across scientific evidence, values, stakeholder interests, and issues of power and inequality.
3. The debate around face mask mandates during COVID-19 exemplifies this complexity, with decisions requiring consideration across lenses of values, evidence, participation, and power dynamics - not
This document provides an overview of the key elements of an effective argument, including:
1. The claim, which is the central proposition or thesis being argued. There are three main types: claims of fact, value, and policy.
2. Supporting evidence and appeals that are used to convince the audience of the claim.
3. An explicit or implicit warrant that links the claim and support and allows the audience to make the same connection.
It also discusses important considerations like understanding the audience, establishing credibility, choosing an appropriate claim, using reliable sources, avoiding logical errors, and using clear language. The goal is to influence the audience through reasoned discourse.
Scientific research and it's characteristics- Methods of acquiring knowledge, Intuition, Authority, Rationalism, Empiricism, The Role of the Scientist in Psychological Research, curiosity, patience, objectivity, tolerant of change, induction, deduction, Characteristics of Scientific research, Control, Operationalism, Replication and summary
Ethics in academic research: avoiding plagiarismDr. Utpal Das
This document discusses ethics in academic research and avoiding plagiarism. It defines academic research as time-bound, investigative in nature, leading to an academic degree or enhancing knowledge. Exploratory research is described as limitless in time and leading to path breaking discoveries. The document outlines characteristics of facts, opinions, and beliefs and how to distinguish between them. It also discusses research misconduct, principles of research ethics, and some key ethical considerations in conducting academic research.
Truth, fact and ethics in academic researchDr. Utpal Das
Truth in academic research refers to facts that have been proven through repeated experiments and evidence. Scientific truths must be reproducible, verifiable, and falsifiable. Facts are statements that have been proven true through evidence, while opinions and beliefs are not necessarily based on evidence. Research ethics provide guidelines for responsible and moral conduct in research to maximize benefits and minimize harms. Key principles include honesty, objectivity, integrity, openness, respecting intellectual property, confidentiality, and non-discrimination.
This document outlines rules for relationships between healthcare professionals and patients, including rules of veracity, privacy, confidentiality, and fidelity. It discusses the conceptual foundations and justifications for these rules, which are grounded in principles of respect for autonomy, nonmaleficence, beneficence, and justice. The document also examines traditional applications of these rules in medical ethics codes and contemporary practices, and considers examples and cases that illustrate conflicts between rules.
This document discusses challenges around obtaining informed consent from vulnerable populations in medical research. It explores two case studies: research in emergency settings where patients may be temporarily incompetent, and research with cancer patients where illness can impact competency. For both cases, it examines difficulties around ensuring understanding while obtaining consent, and proposes alternatives like deferred consent or waiving consent with additional protections. Throughout, it emphasizes finding the right balance between individual autonomy, beneficence, and justice when conducting research with vulnerable groups.
This PPT discusses informed consent, health literacy, plain language, and the general concepts for clear document design. It also discusses the legal & regulatory support for adopting clear, health-literate informed consent practices.
This document discusses the principle of autonomy in medical ethics. It begins by defining autonomy as self-rule or self-determination without undue external influence. The document then discusses how autonomy relates to informed consent and respecting patients' medical decisions. It also addresses challenges in applying autonomy, such as at the end of life or with patients who have impaired decision-making capacity. The document emphasizes that respecting patient autonomy involves providing full information, upholding confidentiality, and not overriding patients' preferences against their will.
Medical Ethics is what every physician and healthcare worker should know. We need to understand Ethics and its application in various cultures, societies and its changes according to norms and values. Once society will be given health education regarding Medical Ethics many issues can be resolved in a decent manner. It ultimately gives a very positive impression of all the actions which a healthcare worker performs otherwise at times seems inappropriate by society. This is not for the sake of healthcare worker or for the patients it is primarily for the whole community.
What are the rights of patient? role of ethical committee and parameters of a physician all need to be addressed properly.
This document provides guidance and reminders for an educational session on informed consent. It instructs participants to turn off electronics and participate in a debriefing session. It outlines learning objectives around shared decision-making, the informed consent conversation, and obtaining consent consistent with standards. Key elements of the informed consent conversation are described, including setting the environment, discussing options and patient preferences, and documenting the discussion and patient decision. Potential challenges like incapacitated patients, treatment refusal, language barriers, and consent for minors are also addressed.
This document provides an introduction to medical ethics, discussing why ethics have become important in healthcare, key principles of medical ethics such as autonomy, beneficence, non-maleficence, and justice. It describes what ethics are and are not, outlining that ethics refer to moral standards of behavior. The document then discusses topics like informed consent, ethics committees, clinical ethics, and codes of medical ethics like the Declaration of Geneva and Hippocratic Oath. In under 3 sentences, the document provides an overview of key concepts in medical ethics for healthcare professionals.
This document discusses the history and principles of bioethics. It begins by explaining how advances in medicine raised new moral issues that ethicists worked to address. Notable cases of unethical human subject research helped establish principles like informed consent and respect for persons. Guidelines like the Nuremberg Code aimed to prevent future abuses. The document then examines key bioethical principles like autonomy, beneficence, nonmaleficence, and justice. It explores how these principles guide issues like informed consent, respecting patient values, avoiding harm, and fair allocation of resources. The challenges of applying principles to complex real-world cases are also discussed.
The document discusses how exposure to opposing views is important for deliberation but difficult to achieve. It argues that while the internet enhances abilities to access diverse information, several "drivers" tend to channel people towards homogeneous groups and limit exposure to opposing views. These drivers include:
1) People's tendency to form online clubs and associations with like-minded others, seeking information from sources that confirm their views.
2) The way people selectively expose themselves to information sources that agree with them politically and avoid opposing views.
3) The fragmentation of online spaces into separate hyperlinked communities that expose users primarily to similar rather than opposing perspectives.
This document discusses research ethics from an Islamic perspective. It begins by defining ethics and exploring ethics in Islam's history. It then discusses ethics in different aspects of research, including objectives of research ethics, ethics that should be followed at different research stages, and ethical issues like informed consent, privacy, and deception. The document also examines sources of tension in research ethics between principles like beneficence and human dignity. It outlines researchers' responsibilities to participants and the research community, such as protecting safety, reputation and enabling further research. The conclusion emphasizes the importance of awareness and understanding of ethical issues in research.
Session 4 informed consent and confidentialitysherkamalshah
This document discusses confidentiality and informed consent. It defines confidentiality as limiting access to certain information through agreements. Informed consent is defined as a client agreeing to a treatment or procedure after receiving all relevant information about risks and benefits. The importance of maintaining confidentiality and obtaining informed consent is also discussed, including protecting privacy and fulfilling ethical principles of patient autonomy. Elements of informed consent, the consent process, and exceptions are outlined. Nurses play an important role in ensuring patients are fully informed when providing consent.
Dr Mark Sheehan: Ethical issues in priority settingNuffield Trust
This document discusses the ethical issues involved in healthcare resource allocation and priority setting. It examines principles of distributive justice and fair process. Priority setting involves considering clinical effectiveness, cost, need and ability to benefit. Fair allocation of resources balances equality of outcome, based on treatments being equally effective or cost-effective, with equality of persons where individuals are treated equally. A fair process of accountability for reasonableness is proposed to balance these considerations and allow for appeal of decisions. Exceptions to policies and a modified "rule of rescue" are discussed to account for identifiable individuals.
Ethics Matters Understanding the Ethics of Public Speakin.docxSANSKAR20
Ethics Matters: Understanding the Ethics of Public Speaking
Sections 4.1-4.2
Ethics Today & The Ethics Pyramid
The Ethics PyramidA model developed by Elspeth Tilley, proposes three basic concepts: intent, means, and ends.
IntentionSimilarly, an ethical listener keeps an open mind, listening to the speaker before making judgments.One way to assess intent is to seek feedback from others; how ethical do they think a behavior or a remark is?A second way to assess intent is to check out existing codes of ethics.Third, consider whether a behavior is beneficial for the majority, or whether you would approve of the same behavior from someone else.Sometimes people can engage in unethical behavior unintentionally; plagiarism often occurs when a speaker uses a phrase or content, forgetting that he or she read it in someone else’s work.
MeansMeans are the tools or behaviors we use to achieve a desired outcome.We have choices about which means to employ in persuading others.Threats and other forms of manipulation are unethical behaviors.Making a respectful request is ethical.
EndsThe outcomes you hope to achieve, say McCroskey, Wrench, and Richmond (2002).Some end results could be good for the source (speaker) but bad for the receiver (listener). An example would be persuading audience members to buy something they don’t actually want.Your goal should be chosen according to ethical standards you and your audience expect from each other.
Why the Pyramid MattersUnderstanding ethics is a matter of balancing all three parts of the ethical pyramid.Tilley recommends testing the ethics of a given behavior by asking:“Have I discussed the ethicality of the behavior with others and come to a general consensus that the behavior is ethical?”“Does the behavior adhere to known codes of ethics?”“Would I be happy if the outcomes of the behavior were reversed and applied to me?”
Section 4.3
Ethics in Public Speaking
The NCA Credo for Ethical CommunicationA statement of their values about ethics in human communication.
Nine Principles of Ethical Communication
Principle 1Truthfulness, accuracy, honesty, and reason.
Principle 2Freedom of expression, diversity of perspective, and tolerance of dissent.
Principle 3Understanding of and respect for other communicators before passing judgment.
Principle 4Access to communication resources and opportunities for the purpose of promoting the well-being of families, communities, and society.
Principle 5Communication climates of caring, mutual understanding, and respect.
Principle 6Condemnation of distortion, intimidation, coercion, violence intolerance, hate speech, violence, or other behavior that degrades people.
Principle 7Support for the expression of personal convictions in pursuit of fairness and justice.
Principle 8Advocate sharing information, opinions, and feelings while respecting privacy and confidentiality.
Principle 9Responsibility for the short- and long-term cons ...
EMPHNET-PHE Course: Module02: ethical principles and theories and the core pr...Dr Ghaiath Hussein
This document provides an overview of different ethical theories and principles relevant to public health practice and research. It discusses major philosophical approaches like deontology, utilitarianism, and virtue ethics. It also covers religious approaches like Islamic ethics and key principles in public health ethics around concepts like autonomy, beneficence, non-maleficence, and justice. Specific issues like informed consent, conflicts of interest, and resource allocation are examined through the lens of these different theories. The document aims to help public health practitioners analyze and approach ethical issues in their work.
Critical thinking involves using logic and reasoning to evaluate the truth or falsity of claims. Reasoning refers to advancing truth claims through logical argumentation. A critical thinker must be able to identify different types of statements such as claims, which can be true or false, and non-statements like questions or commands that lack truth value. Critical thinking also requires distinguishing between simple and complex claims as well as beliefs and opinions, which are also truth-bearing statements open to evaluation.
This document discusses the complex relationship between epidemiology, public health interventions, and ethics. It makes three key points:
1. There is no direct or simple relationship between scientific evidence ("what we know") and determining public health actions ("what to do"). Decisions require considering multiple epistemological and normative factors.
2. Public health problems cannot be oversimplified as dilemmas between two options. They involve negotiating many trade-offs across scientific evidence, values, stakeholder interests, and issues of power and inequality.
3. The debate around face mask mandates during COVID-19 exemplifies this complexity, with decisions requiring consideration across lenses of values, evidence, participation, and power dynamics - not
This document provides an overview of the key elements of an effective argument, including:
1. The claim, which is the central proposition or thesis being argued. There are three main types: claims of fact, value, and policy.
2. Supporting evidence and appeals that are used to convince the audience of the claim.
3. An explicit or implicit warrant that links the claim and support and allows the audience to make the same connection.
It also discusses important considerations like understanding the audience, establishing credibility, choosing an appropriate claim, using reliable sources, avoiding logical errors, and using clear language. The goal is to influence the audience through reasoned discourse.
Scientific research and it's characteristics- Methods of acquiring knowledge, Intuition, Authority, Rationalism, Empiricism, The Role of the Scientist in Psychological Research, curiosity, patience, objectivity, tolerant of change, induction, deduction, Characteristics of Scientific research, Control, Operationalism, Replication and summary
Ethics in academic research: avoiding plagiarismDr. Utpal Das
This document discusses ethics in academic research and avoiding plagiarism. It defines academic research as time-bound, investigative in nature, leading to an academic degree or enhancing knowledge. Exploratory research is described as limitless in time and leading to path breaking discoveries. The document outlines characteristics of facts, opinions, and beliefs and how to distinguish between them. It also discusses research misconduct, principles of research ethics, and some key ethical considerations in conducting academic research.
Truth, fact and ethics in academic researchDr. Utpal Das
Truth in academic research refers to facts that have been proven through repeated experiments and evidence. Scientific truths must be reproducible, verifiable, and falsifiable. Facts are statements that have been proven true through evidence, while opinions and beliefs are not necessarily based on evidence. Research ethics provide guidelines for responsible and moral conduct in research to maximize benefits and minimize harms. Key principles include honesty, objectivity, integrity, openness, respecting intellectual property, confidentiality, and non-discrimination.
This document outlines rules for relationships between healthcare professionals and patients, including rules of veracity, privacy, confidentiality, and fidelity. It discusses the conceptual foundations and justifications for these rules, which are grounded in principles of respect for autonomy, nonmaleficence, beneficence, and justice. The document also examines traditional applications of these rules in medical ethics codes and contemporary practices, and considers examples and cases that illustrate conflicts between rules.
This document discusses challenges around obtaining informed consent from vulnerable populations in medical research. It explores two case studies: research in emergency settings where patients may be temporarily incompetent, and research with cancer patients where illness can impact competency. For both cases, it examines difficulties around ensuring understanding while obtaining consent, and proposes alternatives like deferred consent or waiving consent with additional protections. Throughout, it emphasizes finding the right balance between individual autonomy, beneficence, and justice when conducting research with vulnerable groups.
This PPT discusses informed consent, health literacy, plain language, and the general concepts for clear document design. It also discusses the legal & regulatory support for adopting clear, health-literate informed consent practices.
Resources for Week 2 HLTH440 from M.U.S.E. My Unique Student Expe.docxronak56
Resources for Week 2 HLTH440 from: M.U.S.E. My Unique Student Experience Registered Trademark CEC 2013. All Rights Reserved.
The Basis for Health Care Ethics
What is Ethics?Ethics is what you believe is right or wrong. It is a moral philosophy that seeks to help the individual distinguish between good and bad as defined by one's culture. Ethics guides individuals and groups in their decisions about health care and other matters. Ethics helps the individual and group set boundaries.
Health care ethics is based on the law, professional codes of ethics, standards of care, and institutional policies and practices (corporate law).
Codes of EthicsCodes of ethics or codes of conduct are lists of standards or guides that provide an ethical framework for practice within a profession. Physicians are bound by the Hippocratic oath, but nursing has its own code of ethics. All health professions have a code of ethics.
It is axiomatic that the practice of health care presents moral and ethical dilemmas, because it deals with human beings and life-altering circumstances.
Health care financing presents broader moral dilemmas in the allocation of scarce resources. The conflict exists between the inherent values, duties, and obligations in caring for patients and the availability of resources to treat them.
The depth or content of a code of ethics is dependent on the type of contact that the health care professional has with a patient.
Ethical Theories
A number of ethical frameworks or theories are used to make decisions in health care and, in general, to set boundaries for expected behavior. The theories are used to determine what is fair or unfair. The following are several ethical frameworks:
Normative ethics: The ethical theory that describes how things ought to be.
Teleological theory: Also known as consequentialist theory, which believes that the best action in any situation is the one that promotes the greatest happiness for the largest number of people. In health care financing, this would fall under the rubric of cost containment by calculating the net benefits verses the consequences.
Utilitarianism: This is Mill’s definition of morality, which is the practical ethics of judgment: What is the greatest good that will benefit the greatest number of people? Medicare falls under this rubric.
Deontological theory: What one should or must do based on the obligations and duties of one’s life. This theory focuses on means, whereas teleological theory focuses on ends.
Virtue ethics: This is the ethics of care as a part of virtue ethics; virtue ethics is a form of normative ethics, which emphasizes the character of the interaction between the health care provider and the patient. This is the opposite of the emphasis on rules or consequences in other moral theories. Health care virtues include compassion, conscientiousness, cooperativeness, discernment, honesty, trustworthiness, truth telling, integrity, kindness, respect, and commitment.
Situational ...
Definition Essay Writing Tips [+Universal Guide] | Pro Essay Help. Definition essay how to write. Extended Definition Essay Example "What is Love" | Essays (university .... FREE 8+ Extended Essay Samples in MS Word | PDF. 006 Sample Definition Essay Example ~ Thatsnotus. 011 Essay Example Examples Of Definition Essays The Underground Hero .... 023 Definition Essay Example ~ Thatsnotus. Definition Essay Examples and Topic Ideas | YourDictionary. 3 Steps to Define 3 Terms in a Definition Essay. Impressive Definition Argument Essay Examples ~ Thatsnotus. Definition essay example. 005 Newdoc2 1 How To Write Definition Essay ~ Thatsnotus. How to Write a Definition Essay: 80 Brilliant Topics to Stand Out. How to Write a Definition Essay: Writing Guide with Sample Essays. Definition Essay - A Complete Guide and Examples. Useful hints on writing excellent definition essay are found here!.
Definition Essay Writing Tips [+Universal Guide] | Pro Essay Help. Definition essay how to write. Extended Definition Essay Example "What is Love" | Essays (university .... FREE 8+ Extended Essay Samples in MS Word | PDF. 006 Sample Definition Essay Example ~ Thatsnotus. 011 Essay Example Examples Of Definition Essays The Underground Hero .... 023 Definition Essay Example ~ Thatsnotus. Definition Essay Examples and Topic Ideas | YourDictionary. 3 Steps to Define 3 Terms in a Definition Essay. Impressive Definition Argument Essay Examples ~ Thatsnotus. Definition essay example. 005 Newdoc2 1 How To Write Definition Essay ~ Thatsnotus. How to Write a Definition Essay: 80 Brilliant Topics to Stand Out. How to Write a Definition Essay: Writing Guide with Sample Essays. Definition Essay - A Complete Guide and Examples. Useful hints on writing excellent definition essay are found here!.
The document discusses the concept and practice of informed consent in clinical contexts. It covers informed consent from legal, ethical, and administrative perspectives. Legally, informed consent aims to protect patient autonomy and self-determination. Ethically, it seeks to make the medical decision-making process more patient-centered. Administratively, signed consent forms are used to document that a consent process occurred. The document also outlines common elements of informed consent discussions, including diagnosis, treatment options, risks/benefits, alternative treatments, and prognosis.
Similar to Rethinking Informed Consent (Review) (20)
How the use of multimedia enhances teaching, learning and researchChris Willmott
Slides from a webinar delivered by Dr Chris Willmott (University of Leicester) on behalf of Learning on Screen and Association of Learning Technologists (ALT).
Chris discussed the use of Box of Broadcasts (BoB) in university teaching, illustrating the potential with examples from his own practice. He also discussed the emerging potential of BoB as a tool for multimedia research
Slides from a presentation given by Holly Large, Emma Sewell (in absentia) and Dr Chris Willmott at the launch of our guide on the use of BoB ("Box of Broadcasts" and TRILT (the Television and Radio Index for Learning and Teaching) as tools for academic research. The launch event took place in London on 23rd September 2022.
"Discussion boards don’t work": Evaluation of a course blog for teaching with...Chris Willmott
This document describes a course instructor's evaluation of replacing an exam with a shared resource collection assignment for a second year medical biochemistry module. The assignment required students to submit blog posts and comments reviewing resources related to module topics over four windows. While some high-quality resources were shared, most posts lacked critical analysis. Engagement with other posts was limited due to late submissions and a lack of feedback examples. While skills were built, the discussion format did not maximize learning as intended. Future iterations would provide explicit examples and require timely, anonymous contributions and comments to improve interactivity.
Journal Club: Role of Active Learning on Closing Attainment GapChris Willmott
Slides from a Biological Sciences Scholarship of Learning & Teaching journal club held at the University of Leicester (UK) in May 2021. We discussed Theobald et al. (2020) Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math PNAS 117:6476-6483. Note slides relating to Fig 2 have been edited after the meeting to better reflect the discussion on the day.
Turning teaching innovations into education publicationsChris Willmott
Slides from a workshop run [online] on behalf of colleagues within Biological Sciences at the University of Leicester (UK). One or two of the slides are specific to local context, but most are pertinent for anyone wanting to get started in educational research by looking to make evaluation of their existing or future teaching initiatives more robust.
Analysis of Broadcast Science as a Capstone ProjectChris Willmott
Slides from a presentation delivered virtually (via Zoom) on 20th May 2020, in the #DryLabsRealScience series as UK Universities seek to adapt some of their teaching and projects to online formats
Measuring actual learning versus feelings of learning (Journal Club)Chris Willmott
Slides from Bioscience Pedagogic Research Journal Club meeting at the University of Leicester, UK. The meeting discussed "Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom" a study by Louis Deslauriers and colleagues at Harvard University.
Exploiting Capture Technology for Other PurposesChris Willmott
This document discusses the use of lecture capture technology beyond simply recording lectures. It notes that 75% of UK higher education institutions now have lecture capture systems. The document outlines several potential alternative uses of capture technology, including for flipped classroom approaches, pre-recorded demonstrations, and recording fieldwork. It then describes a project investigating how one university is using capture technology for these other purposes. The project involves interviews with academics and a review of module surveys. Preliminary findings suggest pockets of excellent practice exist, but more guidance is needed for staff on the full capabilities of capture technology and how to implement alternative approaches.
Do you know Bob? Adventures with technology-based resources for teaching (and...Chris Willmott
Slides from a presentation about the Box of Broadcasts resource, and creative uses of lecture capture technology. Talk given at the Dept of Molecular and Cell Biology, University of Leicester in April 2019.
Adventures in Flipping the Teaching: A bioethical exampleChris Willmott
Slides from a presentation given at the AdvanceHE STEM Teaching and Learning Conference in January 2019. The talk is a warts and all description of a four year journey trying to develop flipped lectures for teaching core bioethics to second year undergraduates at the University of Leicester, UK
Teaching ethics in the UK: A Bioscience perspectiveChris Willmott
Slides from a presentation given via Skype to the First International Bioethics Conference, on Teaching and Learning in Bioethics. The meeting was organised by Víctor Grífols i Lucas Foundation and held at the Universitat de Vic - Universitat Central de Catalunya in January 2019. The talk was a personal reflection on the teaching of ethics to bioscience students as it has occurred over the past 17 years or so.
A back-up version of the talk (in case of technical difficulties) was recorded and is available at https://youtu.be/JS--0SDAYTk.
Pedagogy Involving Capture Technology: Uses of Panopto beyond the recording o...Chris Willmott
This document summarizes a project examining uses of lecture capture technology beyond standard lecture recording. It describes several examples where lecture content was broken into shorter pre-recorded videos to facilitate flipped classroom approaches. Preliminary findings found higher student engagement for optional advanced modules compared to mandatory core modules. Effectiveness seems to depend on ensuring videos are directly relevant to assessments and weekly in-person sessions provide opportunities to apply content. The project aims to develop best practice guides on using technology to diversify teaching methods.
As Seen On TV: Using broadcast media in university teachingChris Willmott
Slides from a presentation given at Lights, Camera, Learning: Teaching with the moving image - a conference held at Birkbeck, University of London in November 2018. The event marked the 70th anniversary of the setting up of the organisation known now as Learning on Screen (http://bufvc.ac.uk)
Not so flippin' easy: Adventures in "flipped teaching" in the biosciencesChris Willmott
Slides from a presentation given to the Biological Sciences Scholarship of Teaching and Learning group at the University of Leicester (November 2018). The talk gave a step-by-step reflection on the evolution of bioethics teaching via a combination of online videos and face-to-face discussion of case studies. As noted, aspect of the process remain problematic.
As Seen On TV: Promoting the use of broadcast media in HEChris Willmott
This document discusses promoting the use of broadcast media in higher education. It provides justification for using broadcast clips by arguing it can enhance teaching through illustration of theory, demonstrating practical application and contextualizing content. Broadcast media can also improve the learning process by enabling active learning and increasing student engagement and retention. Additionally, the medium itself can support critical thinking, student-driven curriculum development and moral development by exposing students to real-world issues. Examples are given of integrating broadcast clips and full programs into coursework. Challenges to adoption are also outlined along with recommendations for setting up online repositories like the proposed [Subject]OnTheBox project to expand access and sharing of educational broadcast materials.
Developing WordPress blogs as shared educational resources: some practical tipsChris Willmott
These are the slides I prepared for an innovative Twitter conference held on 29th March 2018. The #PressEDconf18 event organised by Natalie Lafferty (@nlafferty) and Pat Lockley (@pgogy) focused on educational uses of WordPress. Each speaker had 15 tweets, one per minute for 15 minutes. I chose to plan my contribution out as a standard PowerPoint presentations for which I turned each slide into a separate JPG to embed in my tweets.
As Seen On TV: Using broadcast media in university teachingChris Willmott
Slides for a presentation promoting the use of "BoB", an online repository of TV and radio programmes for education. This presentation was given at the Education in a Digital Age event at the University of Lincoln, UK, in November 2017.
RSB CPD PDG IMHO: A mechanism for capturing your “evidence”Chris Willmott
Slides from a presentation describing the merits of the Royal Society of Biology's CPD scheme. I can take no credit for the creation of the scheme, but have found it an extremely helpful way to capture the kind of "evidence" of ongoing professional development which is required for appraisals, awards and applications. This talk was given at BioSummit2017, an annual gathering of teaching-dominant UK Bioscience academics.
The document outlines the career journey of a Teacher of the Deaf. It discusses obtaining qualifications like a degree in Biological Sciences, a Postgraduate Certificate in Education, and a Postgraduate Diploma in Special Education focused on hearing impairment. It describes working as a primary school teacher and then as a Teacher of the Deaf in Rutland and Melton Mowbray. Key aspects of the role include building relationships with students, families, and other professionals. The goals are to minimize the impact of deafness on language development, learning access, and life chances by supporting students through areas like literacy, math, and personal independence.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Film vocab for eal 3 students: Australia the movie
Rethinking Informed Consent (Review)
1. Dr Chris Willmott Dept of Biochemistry, University of Leicester [email_address] Book Review : Rethinking Informed Consent In Bioethics Neil Manson and Onora O’Neill Social Science Group University of Leicester
2. About the authors Baroness Onora O’Neill Chair of Nuffield Foundation Professor of Philosophy, Cambridge Kantian framework Trust and Autonomy Neil Manson Senior Lecturer, Dept of Philosophy University of Lancaster Ethics of communication Virtues of not knowing
3. Necessity of Informed Consent Consent = Safeguard against paternalism Protecting individuals from harm Respecting individual autonomy
4. Necessity of Informed Consent “ Appeals to informed consent and its role on justifying clinical and research practice are now so well entrenched that their presence, indeed their necessity, and their justification are rarely questioned… ” (p2)
5. BUT: “… the quest for wider scope, for higher standards, for better justifications and for regulatory reinforcement, which aimed to make consent the lynchpin of biomedical ethics, has created intractable problems .” (p2) Necessity of Informed Consent?
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25. Informational privacy Four distinctions: Agency v Conduit/container Transaction v Content Confidentiality v Data protection Communication ≠ Acquisition/possession
26.
27.
28. Strictly between you and me, X is really struggling to cope at the moment Hard to ‘unknow’ something The programme for the autumn series of seminars is available I notice that X is no longer listed to speak, is this a mistake? By the way, do you realise the message you just sent went to the whole list Earlier today an e-mail was inadvertently sent to this discussion list. Please delete this message immediately
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
47.
48.
49.
50.
51.
52.
53.
54. Final take-home message “ We hope that the juggernaut of informed consent requirements that has been constructed across the last fifty years will be reformed and reduced within a far shorter period” (p200)