Medicine, Health Care and Philosophy 13 (2):115-126 (2010)

Abstract
The way in which medical professionals engage in bioethical issues ultimately reflects the type of care such patients are likely to receive. It is therefore critical for doctors and other health care professionals to have a broad understanding of disability. Our purpose in this paper is to explore ways of teaching bioethical issues to first year medical students by integrating alternative approaches. Such approaches include (a) the use of the narrative format, (b) the inclusion of a disability perspective, and (c) the presentation and facilitation of classes by people with disabilities. We consider how these new kinds of presentations are evaluated by students, faculty, people with disabilities and professional ethicists. We hope new knowledge may provide health care professionals with a greater understanding of the perspectives of patients with disabilities, who are confronted by conflicting ethical values and frameworks for decision-making in their interaction with such professionals
Keywords Bioethics  Disability studies  Ethical values  Health care professionals  Medical education  Teaching approaches
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DOI 10.1007/s11019-009-9231-x
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References found in this work BETA

The Goals of Medicine. Towards a Unified Theory.Bengt Brülde - 2001 - Health Care Analysis 9 (1):1-13.
Disability, Bioethics, and Rejected Knowledge.Christopher Newell - 2006 - Journal of Medicine and Philosophy 31 (3):269 – 283.
Disability or End-of-Life? Competing Narratives in Bioethics.Joseph Kaufert & Thomas Koch - 2003 - Theoretical Medicine and Bioethics 24 (6):459-469.

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Citations of this work BETA

Care, Compassion, or Cost: Redefining the Basis of Treatment in Ethics and Law.Tom Koch - 2011 - Journal of Law, Medicine and Ethics 39 (2):130-139.
Care, Compassion, or Cost: Redefining the Basis of Treatment in Ethics and Law.Tom Koch - 2011 - Journal of Law, Medicine and Ethics 39 (2):130-139.

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