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  1. Defining `disease'--classification must be distinguished from evaluation.P. D. Toon - 1981 - Journal of Medical Ethics 7 (4):197-201.
    The use of the term `disease' in medicine is discussed, with particular reference to the issues raised by Kennedy (I) and the definition proposed by Campbell, Scadding and Roberts (2). Certain difficulties arising from this definition are considered, and a revised set of definitions is suggested, based on a distinction between diseasedness, contrasted both with health and with other sorts of problems, and nosological categories used to distinguish conditions calling for different treatments. The difference is stressed between those aspects of (...)
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  • Good and not so good medical ethics.Rosamond Rhodes - 2015 - Journal of Medical Ethics 41 (1):71-74.
  • The importance of values in evidence-based medicine.Michael P. Kelly, Iona Heath, Jeremy Howick & Trisha Greenhalgh - 2015 - BMC Medical Ethics 16 (1):69.
    Evidence-based medicine has always required integration of patient values with ‘best’ clinical evidence. It is widely recognized that scientific practices and discoveries, including those of EBM, are value-laden. But to date, the science of EBM has focused primarily on methods for reducing bias in the evidence, while the role of values in the different aspects of the EBM process has been almost completely ignored.
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  • What is it to do good medical ethics? A kaleidoscope of views.Raanan Gillon & Roger Higgs - 2015 - Journal of Medical Ethics 41 (1):1-4.
  • The dangers of medical ethics.C. Cowley - 2005 - Journal of Medical Ethics 31 (12):739-742.
    Next SectionThe dominant conception of medical ethics being taught in British and American medical schools is at best pointless and at worst dangerous, or so it will be argued. Although it is laudable that medical schools have now given medical ethics a secure place in the curriculum, they go wrong in treating it like a scientific body of knowledge. Ethics is a unique subject matter precisely because of its widespread familiarity in all areas of life, and any teaching has to (...)
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