By Robin S. Downie, Jane Macnaughton
Critiquing many parts of clinical perform and examine while making positive feedback approximately scientific schooling, this e-book extends the scope of scientific ethics past sole difficulty with rules. Illustrating a few humanistic methods of figuring out sufferers, this quantity explores the connections among clinical ethics, healthcare and topics, similar to philosophy, literature, inventive writing and scientific historical past and the way they could impact the attitudes of medical professionals in the direction of sufferers and the perceptions of drugs, health and wellbeing and ailment that have turn into a part of modern tradition. The authors learn a variety of principles in clinical perform and examine, together with: the concept that sufferer prestige or the doctor/patient dating may be understood through quantitative scales the appearance fostered through clinical ethics that medical professionals, in contrast to these in different professions, are uniquely beneficent and certainly altruistic. an exceptional textual content for undergraduate and postgraduate scholars of legislation, scientific ethics and scientific healthcare legislations, Bioethics and the arts exhibits the true moral achievements, difficulties and half-truths of latest drugs.
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Additional resources for Bioethics and the Humanities: Attitudes and Perceptions (Biomedical Law & Ethics Library)
The other reply is to think of the principle of utility as that which underlies the other four principles, which are then seen simply as expressions of utility in different circumstances. This line has the advantage of providing a (theoretical) decision-procedure when the four principles conflict. For some philosophers however it will have the general and well-known disadvantages of utilitarianism, such as the awkwardness of squaring utility and justice. How are the four principles meant to work in the solving of bioethical problems?
Now Aristotle places ‘contemplation’ or theoria (which means something like pure philosophy) in that category (although not ethics, which for Aristotle is a guide to a good life). It is plausible to place the arts in the same category as contemplation. In the light of this distinction between an instrumental good – something good as a means – and an intrinsic good – something good as an end – what can we say about the place of the humanities in medical education? We have so far categorised the aims of humanities teaching and their evaluation in terms of an apparent instrumentality.
38 Newman TN, ‘The power of stories over statistics’, British Medical Journal, 2003, 327, pp 1424–1427. , p 188. 40 Ibid. 24 Bioethics and the humanities Continual challenges to the false finalities of medical or educational orthodoxy are necessary if a discipline is not to stagnate, and it is those with individuality of mind who are most likely to mount such challenges. Means or ends? We have made a case for the kind of light which medical humanities can throw on medicine in general and medical ethics in particular.