Welcome to the Nexus of Ethics, Psychology, Morality, Philosophy and Health Care

Welcome to the nexus of ethics, psychology, morality, technology, health care, and philosophy
Showing posts with label Medical School. Show all posts
Showing posts with label Medical School. Show all posts

Thursday, October 12, 2023

Patients need doctors who look like them. Can medicine diversify without affirmative action?

Kat Stafford
apnews.com
Originally posted 11 September 23

Here are two excerpts:

But more than two months after the Supreme Court struck down affirmative action in college admissions, concerns have arisen that a path into medicine may become much harder for students of color. Heightening the alarm: the medical field’s reckoning with longstanding health inequities.

Black Americans represent 13% of the U.S. population, yet just 6% of U.S. physicians are Black. Increasing representation among doctors is one solution experts believe could help disrupt health inequities.

The disparities stretch from birth to death, often beginning before Black babies take their first breath, a recent Associated Press series showed. Over and over, patients said their concerns were brushed aside or ignored, in part because of unchecked bias and racism within the medical system and a lack of representative care.

A UCLA study found the percentage of Black doctors had increased just 4% from 1900 to 2018.

But the affirmative action ruling dealt a “serious blow” to the medical field’s goals of improving that figure, the American Medical Association said, by prohibiting medical schools from considering race among many factors in admissions. The ruling, the AMA said, “will reverse gains made in the battle against health inequities.”

The consequences could affect Black health for generations to come, said Dr. Uché Blackstock, a New York emergency room physician and author of “LEGACY: A Black Physician Reckons with Racism in Medicine.”

(cut)

“As medical professionals, any time we see disparities in care or outcomes of any kind, we have to look at the systems in which we are delivering care and we have to look at ways that we are falling short,” Wysong said.

Without affirmative action as a tool, career programs focused on engaging people of color could grow in importance.

For instance, the Pathways initiative engages students from Black, Latino and Indigenous communities from high school through medical school.

The program starts with building interest in dermatology as a career and continues to scholarships, workshops and mentorship programs. The goal: Increase the number of underrepresented dermatology residents from about 100 in 2022 to 250 by 2027, and grow the share of dermatology faculty who are members of color by 2%.

Tolliver credits her success in becoming a dermatologist in part to a scholarship she received through Ohio State University’s Young Scholars Program, which helps talented, first-generation Ohio students with financial need. The scholarship helped pave the way for medical school, but her involvement in the Pathways residency program also was central.

Friday, August 21, 2015

How do Medical Students Learn Ethics?

Guest Post by Carolyn Johnston
BMJ Blogs
Originally posted on August 3, 2015

How interested are medical students in learning ethics and law? I have met students who have a genuine interest in the issues, who are engaged in teaching sessions and may go on to intercalate in ethics and law. On the other hand some consider that ethics is “just common sense”. They want to know only the legal parameters within which they will go on to practice and do not want to be troubled with a discussion of ethical issues for which there may not be a “correct” answer.

Ethics and law is a core part of the undergraduate medical curriculum and so in order to engage students successfully I need to know whether my teaching materials are relevant, useful and interesting. In 2010 I ran a student selected component in which MBBS Year 2 students created materials for medical ethics and law topics for pre-clinical students which they considered were engaging and relevant, so that students might go further than learning merely to pass exams. One student, Marcus Sorensen, who had managed a design consultancy focusing on web design and development before starting his medical studies, came up with the idea of a website as a platform for ethics materials for King’s students and he created the website http://get-ethical.co.uk.

The entire article is here.

Tuesday, November 25, 2014

Handling of Sexual Harassment Case Poses Larger Questions at Yale

By Tamar Lewin
The New York Times
Originally posted November 1, 2014

A sexual harassment case that has been unfolding without public notice for nearly five years within the Yale School of Medicine has roiled the institution and led to new allegations that the university is insensitive to instances of harassment against women.

The case involves a former head of cardiology who professed his love to a young Italian researcher at the school and sought to intervene in her relationship with a fellow cardiologist under his supervision.

A university committee recommended that he be permanently removed from his position, but the provost reduced that penalty to an 18-month suspension.

The entire article is here.

Monday, March 11, 2013

Why Failing Med Students Don’t Get Failing Grades

By Pauline Chen
The New York Times
Originally published February 28, 2013

Here are some excerpts:

Medical educators have long understood that good doctoring, like ducks, elephants and obscenity, is easy to recognize but difficult to quantify. And nowhere is the need to catalog those qualities more explicit, and charged, than in the third year of medical school, when students leave the lecture halls and begin to work with patients and other clinicians in specialty-based courses referred to as “clerkships.” In these clerkships, students are evaluated by senior doctors and ranked on their nascent doctoring skills, with the highest-ranking students going on to the most competitive training programs and jobs.

A student’s performance at this early stage, the traditional thinking went, would be predictive of how good a doctor she or he would eventually become.

But in the mid-1990s, a group of researchers decided to examine grading criteria and asked directors of internal medicine clerkship courses across the country how accurate and consistent they believed their grading to be.

The entire story is here.

Wednesday, July 6, 2011

Drug Marketing Often Targets Med Students: Analysis

Robert Preidt
Medicine.net

Drug company marketing to those attending medical school is common and can cloud students' ethical judgment, researchers warn.




A team led by Kirsten Austad and Aaron S. Kesselheim at Harvard Medical School in Boston analyzed published studies that included a total of 9,850 students at 76 medical schools in the United States. The investigators found that most of the students had some type of interaction with drug companies and that this contact increased during the clinical years, with up to 90% of clinical students receiving some form of marketing materials from drug makers.

Among the students queried, most believed there was no ethical problem in accepting gifts from drug companies. Their justifications included financial hardship or pointing out that most other medical students accepted such gifts.

Nearly two-thirds of the medical students claimed that drug company promotions, gifts or interactions with sales representatives did not affect their impartiality regarding drug makers and their products.
The study authors said their findings suggest that strategies to educate medical students about interactions with drug makers should directly address widely held misconceptions about the effects of marketing.

In addition, medical schools need to introduce reforms, such as rules limiting contact between students and drug company representatives.

"These changes can help move medical education a step closer to two important goals: the cultivation of strong professional values, as well as the promotion of a respect for scientific principles and critical review of evidence that will later inform clinical decision-making and prescribing practices," the researchers concluded.
The study is published in the May 24 online edition of the journal PLoS Medicine.