End-of-life ethics and disability: differing perspectives on case-based teaching.
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.
Kaufert
Joseph
J
Department of Community Health Sciences, Faculty of Medicine, University of Manitoba, 750 Bannatyne Ave., Winnipeg, MB, R3E OW3, Canada. joseph_kaufert@umanitoba.ca
Wiebe
Rhonda
R
Schwartz
Karen
K
Labine
Lisa
L
Lutfiyya
Zana Marie
ZM
Pearse
Catherine
C
D003479:Curriculum; D003657:Decision Making; D006233:Persons with Disabilities; D004501:Education, Medical / Q000458:organization & administration*; D004992:Ethics, Medical / Q000193:education*; D006801:Humans; D013727:Terminal Care / Q000941:ethics*