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Measurement Instruments in Clinical Ethics presents an overview of studies of ethical concepts in clinical and research activities. The studies covered use interview scales or other methods of gathering data that have undergone rigorous analysis of their psychometric characteristics. This book describes these instruments and critiques their stage of development. This work strives to further the debate regarding what evolving ethical standards mean for clinicians and researchers.

"The presentation intends to present and illustrate an experience of teaching clinical ethics realized with a group of clinicians and philosophy students and held at the Philosophy Department of the University of Trento, Italy (Spring 2013 and Spring 2015). The class was intended to train clinicians and students to the main concepts of clinical ethics and to a specific methodology to approach clinical matters with ethical and philosophical tools. The class offered a space and time of listening, confronting, debating and learning. The opportunity to dialogue and to reflect, starting form clinical cases presented by clinicians and to realize an ethical analysis of them, combining languages and competences, resulted extremely relevant for clinicians, for students involved and for the teachers themselves. It represented – as well – a first and previous step to start some action-research in specific clinical units, as the local Intensive Care Unit, the Transplantation Coordination Unit and the Mountain Medicine and Ethics Lab. "

Front Cover; Contents; Foreword; Introduction; Contributors; Glossary of Terms; Section 1: Ethical Principles; Section 2: Ethics and Law in Clinical Practice: How to Deal with an Ethical Dilemma in Clinical Practice; Section 3: Ethics and Law in Clinical Practice: Beginning of Life; Section 4: Ethics and Law in Clinical Practice: Children and Adolescents; Section 5: Ethics and Law in Clinical Practice: Consent, Capacity and Refusal of Treatment; Section 6: Ethics and Law in Clinical Practice: Confidentiality; Section 7: Ethics and Law in Clinical Practice: Negligence.

Mr. Ito's children act as his informal translators, but his doctor isn't sure their translations are accurate or complete. Is Mr. Ito getting the medical information he needs?Ten-year-old Hannah arrives for her checkup with a bruised nose and an irritable father. Medical student Melanie is concerned for Hannah's safety but wary of making accusations without evidence.Dr. Joshi worries that her patient is putting her husband, who is also Dr. Joshi's patient, at risk by concealing a sexually transmitted disease. How can she act in the interest of both husband and wife without compromising doctor-patient confidentiality?Using the accessible and richly layered medium of comics, this collection reveals how ethical dilemmas in medical practice play out in real life. Designed for the classroom, Clinical Ethics provides an excellent introduction to medical ethics and presents case studies that will spark meaningful discussions among students and practitioners. The topics covered include patient autonomy, informed consent, unconscious bias, mandated reporting, confidentiality, medical mistakes, surrogate decision-making, and futility. The "Questions for Further Reflection" and "Related Readings" sections provide additional materials for a deeper exploration of the issues.Co-created by experts in clinical medicine, ethics, literature, and comics, Clinical Ethics presents a new way for students and practitioners to engage with fundamental concerns in medical ethics

"We examine the significance and necessity of introducing applied drama into clinical ethics education to build ethics competency. Case-based clinical ethics, distant from abstract theory-based discursive ethics, pays close attention to emotions of persons involved in a given case, and of participants in deliberation. Some authors have sensibly emphasized this point. For example, CURA, a reflective method puts forward the crucial step to become aware of own emotions and physical reactions to each difficult situation. These suggest that we should not stay just in rational reasoning to resolve moral problems in clinical settings. Such a stream seems to lead us to the next stage of clinical ethics education. Applied drama is an umbrella term for the various ways to use theatrical elements, outside of theaters, in educational settings. The basic conception is playing. It includes two meanings: gaming and acting. Generally, we stop playing when we grow up. Applied drama encourages us to play again. Playing promotes communications in verbal and physical. In acting like an acting person, we are to put ourselves in another person's standpoint. Through acting a role, we may live her life and feel vividly his emotion but by imagination. Thus, applied drama has great potentiality to change the mode of discussion – or deliberation-based clinical ethics. As applied drama comprises various ways such as improvisation, forum theatre, and so on. We will explore their features and application in actual teaching settings. "

Intro -- COVER Front -- Copyright Page -- Table of Contents -- Acknowledgments -- Introduction -- Chapter 1: Autonomy -- Chapter 2: Informed Consent -- Chapter 3: Unconscious Bias -- Chapter 4: Mandated Reporting of Suspected Abuse -- Chapter 5: Confidentiality -- Chapter 6: Medica lMistakes and Truth-Telling -- Chapter 7: Surrogate Decision-Making and Advance Care Planning -- Chapter 8: Futility