Tag: education

Blog Posts (25)

August 11, 2015

…So That We Know How to Live

by Craig Klugman, Ph.D.

This Spring Quarter I had the honor of creating and teaching a new course at my university: HLTH 341 Death & Dying.…

June 30, 2015

Professionalism in Medicine: I Know it When I See it

by Jennifer Chevinsky, BS

A medical student comes into the hospital wearing his favorite pair of old, ripped, dirty jeans.

A physician ‘pimps’ a medical student and publicly shames her when she doesn’t know the answer.…

June 17, 2015

Does Clinical Ethics Consultation Lend Itself to Professionalization?

<p style="font-size: 11.1999998092651px; line-height: 19.0400009155273px;"><span style="font-size: 11.1999998092651px; line-height: 19.0400009155273px;">Let me say emphatically at the outset of this blog, as someone who has been a clinical ethics consultant for over 20 years, I am quite sure that clinical ethics consultations overall improve the quality of patient care and currently are an important, even essential, part of the providing excellent patient care in hospitals. Contemporary medicine is filled with value laden questions and issues that often can be effectively addressed by someone with expertise and training in clinical ethics. Having said this, I am still somewhat skeptical about clinical ethics consultation becoming a professional area of healthcare that parallels other professional areas like medicine, nursing, and social work. I think there are some special considerations about the field of clinical ethics consultation that makes its future status as a professional activity uncertain.</span></p> <p style="font-size: 11.1999998092651px; line-height: 19.0400009155273px;">First of all it is well-known that CEC’s come from a variety of backgrounds and training—from philosophers to physicians to social workers to nurses and lawyers and on and on. People enter the field of clinical ethics consultations from very different disciplinary backgrounds and seemingly learn a common vocabulary and methodology of clinical ethics and a basic familiarity with and ability to function in the clinical setting. They learn this vocabulary in very different ways—some informally, some through short 1-2 week long intensives, some with certificate programs, some with master’s degrees, and some with 1-2 year long fellowships. No other area of healthcare work admits of such diversity. Though this is a positive feature in some ways by providing diverse perspectives in understanding value dilemmas, it creates a challenge of considerable controversy when we try to define the kind of educational training a future CEC should have. At the moment there seem to be many pathways into the field and no clear answer has emerged.</p> <p><strong style="color: #34405b; font-family: Arial, Helvetica, sans-serif; line-height: 19.0400009155273px; font-size: 12px;">The Alden March Bioethics Institute offers a Master of Science in Bioethics, a Doctorate of Professional Studies in Bioethics, and Graduate Certificates in Clinical Ethics and Clinical Ethics Consultation. For more information on AMBI's online graduate programs, please visit our <a style="color: #000099; text-decoration: underline;" href="/Academic/bioethics/index.cfm">website</a>.</strong></p>
May 27, 2015

Roundtable Discussion: Improving Public Dialogue of Bioethics

The Presidential Commission for the Study of Bioethical Issues (Bioethics Commission) closed its discussion of democratic deliberation in bioethics and bioethics education with a roundtable discussion involving Commission members and presenters. Amy Gutmann, Ph.D., Chair of the Bioethics Commission, kicked off the session by asking the panelists to share their thoughts on what the Bioethics […]
May 27, 2015

Bioethics Education from Three Viewpoints

This afternoon, the Presidential Commission for the Study of Bioethical Issues (Bioethics Commission) turned its attention to three approaches for teaching bioethics. Emphasis on Empirical Methods Steven Joffe, M.D., M.P.H., the vice chair of Medical Ethics, Emanuel and Robert Hart Associate Professor of Medical Ethics and Health Policy and director of Penn Fellowship in Advanced […]
April 14, 2015

Let’s do a Better Job Educating Everyone

<p class="MsoNormal" style="font-size: 11.1999998092651px; line-height: 19.0400009155273px;"><span style="font-size: 11.1999998092651px; line-height: 19.0400009155273px;">Last week we posted an article to our Facebook page from the Washington Post entitled “<a href="http://www.washingtonpost.com/posteverything/wp/2015/02/18/we-dont-need-more-stem-majors-we-need-more-stem-majors-with-liberal-arts-training/?tid=sm_fb">We don’t need more STEM majors. We need more STEM majors with liberal arts training</a>”.</span><span style="font-size: 11.1999998092651px; line-height: 19.0400009155273px;">  </span></p> <p class="MsoNormal" style="font-size: 11.1999998092651px; line-height: 19.0400009155273px;"><span style="font-size: 11.1999998092651px; line-height: 19.0400009155273px;">Reading this got me to thinking and a bit of reminiscing about my own education. Long before STEM meant science technology engineering and math I was a STEM major. I received my undergraduate degree from the University of Illinois in 1972 from the College of Liberal Arts and Sciences. That is, I was a STEM major who received a liberal arts education. The replacement of the word “education” for “training” is intentional on my part as I value education far beyond training but I digress.  I focused on science to the greatest degree possible with a biology major and a chemistry/physics minor. But as a student in the College of Liberal Arts and Sciences I was required to complete requirements which were satisfied by sequences in social sciences, humanities, foreign language, and rhetoric. I remember these experiences to varying degrees. Some are fond memories, some seemed more like torture. Collectively, however, I look back on these courses as a great well rounded and very rewarding educational experience. I do have every confidence that I benefited greatly from my non-STEM courses and they helped me with the skills and the experience to better communicate as a scientist and the non-scientific responsibilities I also had as a faculty member.</span></p> <p><strong style="color: #34405b; font-family: Arial, Helvetica, sans-serif; font-size: 12px; line-height: 19.0400009155273px;">The Alden March Bioethics Institute offers a Master of Science in Bioethics, a Doctorate of Professional Studies in Bioethics, and Graduate Certificates in Clinical Ethics and Clinical Ethics Consultation. For more information on AMBI's online graduate programs, please visit our <a style="color: #000099; text-decoration: underline;" href="/Academic/bioethics/index.cfm">website</a>.</strong><span style="color: #34405b; font-family: Arial, Helvetica, sans-serif; font-size: 12px; line-height: 19.0400009155273px;"> </span></p>
February 19, 2015

The Bioethics Commission and Ethics Integration at All Levels

This week, Research Analyst Elizabeth Fenton will present on behalf of the Presidential Commission for the Study of Bioethical Issues (Bioethics Commission) at the Association for Practical and Professional Ethics Twenty-fourth Annual International Conference. The presentation is part of a four-day conference held by the Association for Practical and Professional Ethics (APPE), an organization founded […]
February 16, 2015

The Importance of History for Bioethics: It is What it Was

by Barry Shuster, Bioethics Program Alum (2013) At a holiday social gathering last year, I sat with a former colleague, a physician, who inquired about my progress in bioethics. While he finds bioethics interesting and occasionally useful, he broached the familiar refrain: “It’s all relative”. “We say this is ‘right’ or ‘wrong’ based on someone’s […]
February 13, 2015

New Educational Module from the Bioethics Commission on Community Engagement in Synthetic Biology

The Presidential Commission for the Study of Bioethical Issues (Bioethics Commission) has posted to Bioethics.gov a new educational module on community engagement in the context of synthetic biology. The module integrates material from the Bioethics Commission’s report New Directions: The Ethics of Synthetic Biology and Emerging Technologies (New Directions). The aim of this module is […]
December 21, 2014

A Role for Clinical Ethics Consultants in Stem Cell Tourism

<p class="MsoNoSpacing" style="line-height: 19.0400009155273px;"><span style="line-height: 19.0400009155273px;">Recently Dr. Christopher Thomas Scott of Stanford University wrote a great paper titled “The Case of Stem Cell Counselors” in </span><em style="line-height: 19.0400009155273px;">Stem Cell Reports</em><span style="line-height: 19.0400009155273px;"> which draws parallels from the field of genetic counseling arguing for the need for stem cell counsellors (1). Scott outlines that due to increases in the number of stem cell trials combined with fraudulent therapies being offered around the world, the time is ripe for having counsellors help patients navigate the clinical stem cell research/therapy landscape. These experts can help patients identify and distinguish legitimate trials from unproven interventions, explain the risks, benefits and therapeutic options, and serve as a resource to provide them with educational information.</span></p> <p class="MsoNoSpacing" style="line-height: 19.0400009155273px;"><span style="line-height: 19.0400009155273px;">On a related topic, my colleagues and I at AMBI were going to write a paper arguing that clinical ethics consultants should be involved in countering the impact of stem cell tourism and serve as a resource for patients who are contemplating undertaking an unproven stem cell based intervention (SCBI). We thought that clinical ethics consultants are in a unique position to offer advice and counselling to patients seeking unproven SCBIs for a few reasons.</span></p> <p><strong style="color: #34405b; font-family: Arial, Helvetica, sans-serif; font-size: 12px; line-height: 19.0400009155273px;">The Alden March Bioethics Institute offers a Master of Science in Bioethics, a Doctorate of Professional Studies in Bioethics, and Graduate Certificates in Clinical Ethics and Clinical Ethics Consultation. For more information on AMBI's online graduate programs, please visit our <a style="color: #000099; text-decoration: underline;" href="/Academic/bioethics/index.cfm">website</a>.</strong><span style="color: #34405b; font-family: Arial, Helvetica, sans-serif; font-size: 12px; line-height: 19.0400009155273px;"> </span></p>

View More Blog Entries

Published Articles (3)

American Journal of Bioethics: Volume 8 Issue 12 - Dec 2008

Response to Open Peer Commentaries on Medical and Nursing Students' Television Viewing Habits: Potential Implications for Bioethics

American Journal of Bioethics: Volume 8 Issue 12 - Dec 2008

Medical and Nursing Students' Television Viewing Habits: Potential Implications for Bioethics

American Journal of Bioethics: Volume 7 Issue 4 - Apr 2007

Gunther von Hagens' BODY WORLDS: Selling Beautiful Education

News (3)

May 20, 2012 12:40 pm

Father calls for organ donation lessons in schools (BBC News)

A father who lost his son to leukaemia is calling for secondary schools and colleges to include one lesson on how to donate stem cells, blood and organs. Keith Sudbury wants to raise awareness by making donation part of the curriculum for students aged 16 and over.

May 4, 2012 1:34 pm

Better ethics education needed in community-based research (Phys.org)

A growing number of health research programs are collaborating with community groups to conduct research. The groups help recruit study participants, obtain informed consent, collect data and provide input on study design and procedures. But existing programs that educate researchers, community groups and institutional review boards about research ethics “fail to meet the needs of all groups that have a role in community-engaged research,” according to an article in the Journal of Empirical Research on Human Research Ethics.

April 12, 2012 9:58 pm

Confusion Reigns in Tennessee (Science Insider)

Teaching science in Tennessee may become more confusing now that an antievolution bill has been added to the state’s statutes. Governor Bill Haslam yesterday declined to either sign or veto HR 368, which prohibits school officials from stopping a teacher from helping students understand so-called controversial subjects such as evolution and global warming. Never mind that teachers say they need no such protection, or that thousands of educators and scientific societies (including AAAS, which publishes ScienceInsider) had urged Haslam to veto the bill because it wrongly suggests that the scientific community is divided on these issues.