医学伦理学与生命伦理学——《中国医学伦理学辞典》条目选载之三

1　医学伦理学 (ｍｅｄｉｃａｌｅｔｈｉｃｓ)对医学伦理学的界定直接与对生命伦理学的界定有关 ,即医学伦理学与生命伦理学是谁包括谁亦或是两个各自独立的学科 ?ＷａｒｒｅｎＲｅｉｃｈ在 1971年准备编写《生命伦理学百科全书》时 ,开始时用的《医学伦理学百科全书》名称 ,可见 ,医学伦理学和生命伦理学已是两个不同的概念。ＤａｎｉｅｌＣａｌｌａｈａｎ在《生命伦理学百科全书》第二版中的生命伦理学条目中 ,把医学伦理学与生命伦理学相比 ,认为“医学伦理学是古老的学科 ,代表很窄的范围 ,只强调医生的道德义务和医患关系 ,虽然在现今…     

检验医学的医学伦理学思考

检验医学发展迅速,然而对其医学伦理学的思考却常被人忽视。本文对日常检验工作中存在的伦理学问题进行了初步探讨,从检验机构设置、检验项目管理、日常检验工作及检验与,临床的沟通等方面思考了当今检验医学领域医学伦理学的现况。加强检验医学的医学伦理学建设,真正体现出对患者的人文关怀。     

检验医学的医学伦理学思考

检验医学发展迅速,然而对其医学伦理学的思考却常被人忽视.本文对日常检验工作中存在的伦理学问题进行了初步撂讨,从检验机构设置、检验项目管理、日常检验工作及检验与临床的沟通等方面思考了当今检验医学领域医学伦理学的现况.加强检验医学的医学伦理学建设,真正体现出对患者的人文关怀.     

美国医学伦理学见闻

美国医学伦理学见闻根据１９９６年１１月中华医学伦理学会主任委员杜治政教授与美国生命伦理学会主席ＤａｎｉｅｌＷｉｋｌｅｒ教授的商谈,美国生命伦理学会主席Ｄ．Ｗｉｋｌｅｒ教授邀请中国医学伦理学学者访问美国。１９９７年１１月１０日～２７日,中华医学伦理学会...     

论医学伦理学的定位问题

医学伦理学是伦理学的分支吗？是理论医学的分支吗？是医学与伦理学交叉的边缘科学吗？这些问题,就是医学伦理学的定位问题或者称归属问题。这个定位问题能定下来吗？本文对此作一探讨。１医学伦理学是个模糊的概念,已不能笼统地谈定位问题了医学伦理学（Ｍｅｄｉｃａｌ...     

医学伦理学‘97综述

医学伦理学’９７综述北京医科大学医学伦理学教研室（１０００８３）丛亚丽１９９７年,医学伦理学领域发生了许多事情,最引人注目的是对“克隆人”问题的伦理讨论,另外,医助自杀是美国对安乐死问题的热门话题,胚胎的地位和科研问题、医学伦理学理论的探讨及医学伦理...     

佩莱格里诺医学伦理学的建构路径

佩莱格里诺在反思当代医学伦理学的社会建构主义路径和后现代程序伦理建构路径的基础上,立足医学哲学对医学本质、医学目的的确认和医学基本概念的澄清,建构其医学伦理学理论。佩莱格里诺基于医学哲学建构的医学伦理学是充满内容的内在于医学的伦理学,具有深厚的人文主义情怀。     

医学伦理学概念之探究

医学伦理学的概念看起来很简单,一般情况下人们便习以为常地接受了作为应用规范伦理学的一个分支的科学地位,而忽视了医学对医学伦理学所起的作用。本文认为：医学伦理学的具体内容是医学科技与伦理道德两因素相互作用的产物,对其相互作用的形式和产物的具体分析和总结便可构成这门学科的理论体系。     

案例教学的医学伦理学再造

我国医学伦理学采用案例教学法已经有二十余年的历史了。在此期间,案例教学得到了一定的发展,却也受到了诸多因素的限制。当前,中国医学伦理学的案例教学朝哪里去、怎么去等一系列新的问题摆在我们面前,这些问题必须依赖于加强我国医学伦理学软件环境的建设并对案例教学进行医学伦理学的再造方能加以解决。     

生命伦理学与医学人文学的关系

生命伦理学的界线并不十分清楚,人们习惯上将生命伦理学看做应用的规范伦理学,并看做医学人文学的组成部分.其实,生命伦理学与医学人文学有着内在的深刻联系.除了道德哲学,医学人文学是生命伦理学理论与实践的基础,具体说,也是作为描述生命伦理学的存在形态.     

A possible application of care-based ethics to people with disabilities during a pandemic

Should people with exceptionally profound disabilities be given an equal chance of surviving a pandemic, even when their care might require a greater use of limited medical resources? How might an ethics of care be used to shape a policy regarding these patients?     

规范伦理学之本体论质疑——海德格尔存在主义的视角

上世纪 6 0年代规范伦理学的复归是伦理学理论的一个发展 ,从存在主义的角度看 ,规范伦理学必然会碰到这样一些理论困境 :道德规范的根源如何确认 ?道德规范的确证是否可能 ?道德规范的约束力如何保证 ?道德规范如何适用于人之外的世界 ?     

Should Engineering Ethics be Taught?

Should engineering ethics be taught? Despite the obvious truism that we all want our students to be moral engineers who practice virtuous professional behavior, I argue, in this article that the question itself obscures several ambiguities that prompt preliminary resolution. Upon clarification of these ambiguities, and an attempt to delineate key issues that make the question a philosophically interesting one, I conclude that engineering ethics not only should not, but cannot, be taught if we understand “teaching engineering ethics” to mean training engineers to be moral individuals (as some advocates seem to have proposed). However, I also conclude that there is a justification to teaching engineering ethics, insofar as we are able to clearly identify the most desirable and efficacious pedagogical approach to the subject area, which I propose to be a case study-based format that utilizes the principle of human cognitive pattern recognition.     

Teaching Medical Law in Medical Education

Although the teaching of medical ethics and law in medical education is an old story that has been told many times in medical literature, recent studies show that medical students and physicians lack confidence when faced with ethical dilemmas and medico-legal issues. The adverse events rates and medical lawsuits are on the rise whereas many medical errors are mostly due to negligence or malpractices which are preventable. While it is true that many medical schools teach their students medical law and ethics, there are wide variations in what is being taught because there is no universally agreed syllabus. Yet the knowledge of medical law and ethics is closely relevant to the medical profession and that failure in abiding the law may result in serious civil or even criminal consequences. While this paper does not propose to lay detailed analysis of the relevant areas of law or ethics, it proposes to cover some legal areas so as to highlight and bring to attention the need for a medical law and ethics course. This article also considers the problems faced and recommendation as to future directions to be taken with respect to teaching medical law and ethics. It concludes with a suggested course outline for the teaching of medical law and ethics.     

Hidden in Plain View: Feminists Doing Engineering Ethics, Engineers Doing Feminist Ethics

How has engineering ethics addressed gender concerns to date? How have the ideas of feminist philosophers and feminist ethicists made their way into engineering ethics? What might an explicitly feminist engineering ethics look like? This paper reviews some major themes in feminist ethics and then considers three areas in which these themes have been taken up in engineering ethics to date. First, Caroline Whitbeck’s work in engineering ethics integrates considerations from her own earlier writings and those of other feminist philosophers, but does not use the feminist label. Second, efforts to incorporate the Ethic of Care and principles of Social Justice into engineering have drawn on feminist scholarship and principles, but these commitments can be lost in translation to the broader engineering community. Third, the film Henry’s Daughters brings gender considerations into the mainstream of engineering ethics, but does not draw on feminist ethics per se; despite the best intentions in broaching a difficult subject, the film unfortunately does more harm than good when it comes to sexual harassment education. I seek not only to make the case that engineers should pay attention to feminist ethics and engineering ethicists make more use of feminist ethics traditions in the field, but also to provide some avenues for how to approach integrating feminist ethics in engineering. The literature review and analysis of the three examples point to future work for further developing what might be called feminist engineering ethics.     

普遍伦理与东亚文化

当前 ,对普遍伦理的理解和关注正成为一个热门话题。普遍伦理成立的前提是什么 ,普遍伦理与东西文化的关系以及其与孔子恕道之间的关系若何 ?这都是我们应该探讨的问题。     

Medical Ethics,Bioethics and Research Ethics Education Perspectives in South East Europe in Graduate Medical Education

Ethics has an established place within the medical curriculum. However notable differences exist in the programme characteristics of different schools of medicine. This paper addresses the main differences in the curricula of medical schools in South East Europe regarding education in medical ethics and bioethics, with a special emphasis on research ethics, and proposes a model curriculum which incorporates significant topics in all three fields. Teaching curricula of Medical Schools in Bulgaria, Bosnia and Herzegovina, Croatia, Serbia, Macedonia and Montenegro were acquired and a total of 14 were analyzed. Teaching hours for medical ethics and/or bioethics and year of study in which the course is taught were also analyzed. The average number of teaching hours in medical ethics and bioethics is 27.1 h per year. The highest national average number of teaching hours was in Croatia (47.5 h per year), and the lowest was in Serbia (14.8). In the countries of the European Union the mean number of hours given to ethics teaching throughout the complete curriculum was 44. In South East Europe, the maximum number of teaching hours is 60, while the minimum number is 10 teaching hours. Research ethics topics also show a considerable variance within the regional medical schools. Approaches to teaching research ethics vary, even within the same country. The proposed model for education in this area is based on the United Nations Educational, Scientific and Cultural Organization Bioethics Core Curriculum. The model curriculum consists of topics in medical ethics, bioethics and research ethics, as a single course, over 30 teaching hours.     

A methodology for teaching ethics in the clinical setting: A clinical handbook for medical ethics

The pluralism of methodologies and severe time constraints pose important challenges to pedagogy in clinical ethics. We designed a step-by-step student handbook to operate within such constraints and to respect the methodological pluralism of bioethics and clinical ethics. The handbook comprises six steps: Step 1: What are the facts of the case?; Step 2: What are your obligations to your patient?; Step 3: What are your obligations to third parties to your relationship with the patient?; Step 4: Do your obligations converge or conflict?; Step 5: What is the strongest objection that could be made to the identification of convergence in step 4 or the arguments in step 4? How can this objection be effectively countered?; and Step 6: How could the ethical conflict, or perceived ethical conflict, have been prevented?     

What is Working,What is Not,and What We Need to Know: a Meta-Analytic Review of Business Ethics Instruction

Requirements for business ethics education and organizational ethics trainings mark an important step in encouraging ethical behavior among business students and professionals. However, the lack of specificity in these guidelines as to how, what, and where business ethics should be taught has led to stark differences in approaches and content. The present effort uses meta-analytic procedures to examine the effectiveness of current approaches across organizational ethics trainings and business school courses. to provide practical suggestions for business ethics interventions and research. Thus, the primary questions driving this research are as follows: (1) what course characteristics moderate the effectiveness of ethics instruction?, and (2) have ethics education and training efforts improved? Findings suggest that professional, focused, and workshop-based training programs are especially effective for improving business ethics. However, results also reveal considerable problems with many of the criteria used to evaluate the effectiveness of business ethics interventions. Practical suggestions for course design and evaluation in business ethics efforts are discussed along with future research needs.     

守护受试者的权益——对“药物研究与应用的伦理监督”

如何保障和守护临床试验研究中受试者的权益?这既是医生、患者(受试者)、工业界与公众注目的问题,也是医院伦理委员会工作面临并要解决的基本而至关重要的问题。从华西医院伦理委员会工作角度出发,分析了临床试验研究中的权益冲突和对受试者权益的科学、伦理与政策守护的要素,论述了如何保障受试者权益问题。