Jove
Visualize
Contact Us

Related Experiment Videos

Learning to do no harm

G R Gillett1

  • 1Bioethics Research Center, Medical School, University of Otago, Dunedin, New Zealand.

The Journal of Medicine and Philosophy
|June 1, 1993
PubMed
Summary
This summary is machine-generated.

Related Concept Videos

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

The current role of decompressive craniectomy for severe traumatic brain injury.

Journal of clinical neuroscience : official journal of the Neurosurgical Society of Australasia·2017
Same author

Reconsidering the role of decompressive craniectomy for neurological emergencies.

Journal of critical care·2017
Same author

Intensive care unit research ethics and trials on unconscious patients.

Anaesthesia and intensive care·2015
Same author

Letter to the editor: decompressive craniectomy for acute subdural hematoma.

Acta neurochirurgica·2012
Same author

Neurotrauma and the rule of rescue.

Journal of medical ethics·2011
Same author

Neurotrauma and the RUB: where tragedy meets ethics and science.

Journal of medical ethics·2010
Same journal

Human Enhancement: A Conceptual Scoping Review.

The Journal of medicine and philosophy·2026
Same journal

Neurobiological Determinism versus Human Freedom: Competing Explanatory Models and the Hope for Moral Enhancement.

The Journal of medicine and philosophy·2026
Same journal

Zygotes are Persisting Organisms.

The Journal of medicine and philosophy·2026
Same journal

Ethical Examination of Genetic Enhancement from the Perspective of Confucian Human Dignity.

The Journal of medicine and philosophy·2026
Same journal

Reproducing Anachronism: Ageing, Fertility and Inequality in Reproductive Governance.

The Journal of medicine and philosophy·2026
Same journal

Genetic Moral Enhancement-A View Based on Mencius' Theory of Human Nature.

The Journal of medicine and philosophy·2026
See all related articles
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Physician training must emphasize virtues and patient-centered care, not just knowledge, to navigate ethical dilemmas like euthanasia and redefine harm in end-of-life care.

Area of Science:

  • Medical Ethics
  • Bioethics
  • Physician Education

Background:

  • Euthanasia legalization presents ethical challenges to traditional medical principles valuing life's sanctity.
  • Defining 'harm' in the context of terminally ill patients requires careful consideration.
  • Current medical training may overemphasize knowledge at the expense of ethical virtues.

Purpose of the Study:

  • To explore the ethical implications of euthanasia in contemporary medical practice.
  • To investigate the concept of harm as it applies to patients nearing the end of life.
  • To advocate for a shift in physician training towards cultivating virtues and patient-centered empathy.

Main Methods:

  • Qualitative analysis of ethical principles and their tension with euthanasia.
Keywords:
Bioethics and Professional EthicsDeath and Euthanasia

Related Experiment Videos

  • Exploration of the definition of harm in palliative and end-of-life care contexts.
  • Discussion of pedagogical approaches for integrating virtue ethics into medical education.

    • Main Results:

    • Euthanasia legalization necessitates a re-evaluation of medical ethics and the principle of non-maleficence.
    • A nuanced understanding of harm is crucial for ethical decision-making in end-of-life care.
    • Effective physician training requires experiential learning and ethical reflection, fostering virtues over mere knowledge.

    Conclusions:

    • Medical education must prioritize the cultivation of virtues and empathy to address complex ethical issues like euthanasia.
    • Training programs should incorporate practical scenarios to expose the limits of purely scientific responses and promote holistic patient care.
    • Reframing physician training is essential for ethically sound and compassionate end-of-life care.