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Biomedical subjects

G Marckmann

Publications and source records attributed to G Marckmann.

7 recordsLinked to original sources
PubMed2004

[Taking responsibility for one's own health. Possibilities and limits using the example of malignant melanoma].

Because of the persistent shortage of health care resources, scientists and politicians are discussing ways to increase the patients' personal responsibility for their own health. Based on a philosophical analysis of the concept of responsibility, this article tries to assess strengths and limits of a personal responsibility for health, illustrated by the prevention of cutaneous melanoma. On the one hand, individuals bear prospective responsibility for their health status by adopting a healthy lifestyle and participating in prevention programs. On the other hand, individuals can--retrospectively--be held responsible for those conditions that result from the voluntary choice of health risks. Considering the tremendous practical and ethical problems associated with retrospective responsibility, prevention and public health policies should emphasize prospective personal responsibility for health.

Cost Control↗
PubMed2001

Recommendations for the ethical development and use of medical decision-support systems.

Medical decision support systems (MDSS) play an increasingly important role in medical practice. By assisting physicians with making clinical decisions, MDSS are expected to improve the quality of medical care. However, there are also concerns that malfunctioning or inappropriate use of MDSS could jeopardize the well-being of the patient. While several authors have already discussed ethical issues arising with the use of computer-assisted medical decision making, there is still no consensus about the ethically appropriate use of MDSS. Based on a review and synthesis of previous relevant work, this paper proposes a comprehensive set of recommendations for the ethical development and application of MDSS.

Decision Support Techniques↗
PubMed2001

Teaching science vs. the apprentice model--do we really have the choice?

The debate about the appropriate methodology of medical education has been (and still is) dominated by the opposing poles of teaching science versus teaching practical skills. I will argue that this conflict between scientific education and practical training has its roots in the underlying, more systematic question about the conceptual foundation of medicine: how far or in what respects can medicine be considered to be a science? By analyzing the epistemological status of medicine I will show that the internal aim of medicine ("promoting health through the prevention and treatment of disease") differs from the internal aim of science ("the methodological and systematic acquisition of knowledge"). Therefore, medicine as a whole discipline should not be considered as a science. However, medicine can be conceptually and methodologically scientific in so much as it is based on scientific knowledge. There is evidence from cognitive science research that diagnostic reasoning not only relies on the application of scientific knowledge but also--especially in routine cases--on a process of pattern recognition, a reasoning strategy based on the memory of previously encountered patients. Hence, medical education must contain both: the imparting of scientific knowledge and the rich exposure to concrete cases during practical training. Hence, the question of teaching science vs. the apprentice model will not be "either-or" but rather "both--but in which proportion?"

Competency-Based Education↗
PubMed1997

Language processing in aphasia: changes in lateralization patterns during recovery reflect cerebral plasticity in adults.

During single word processing the negative cortical DC-potential reveals a left frontal preponderance in normal right-handers as well as in patients with a history of transient aphasia. Lateralization of DC-negativity therefore provides a reliable and robust method for the assessment of language dominance. In 11 stroke patients with permanent aphasia this physiological pattern changed to bilateral activation reflecting an additional right-hemispheric involvement in compensatory mechanisms in aphasia. Along with complete clinical recovery the classical aphasic syndromes revealed specific differences in changes of their lateralization patterns. In Broca's aphasia the initial right-hemispheric preponderance changed to a left frontal lateralization while in Wernicke's aphasia a presumably permanent shift towards the right hemisphere occurred. Differences in lateralization patterns might reflect different mechanisms of recovery such as the initial disinhibition of homologous areas contralaterally and subsequent collateral sprouting and synaptic modulation. The assessment of changes in lateralization of the cortical DC-potential during language tasks in a non-invasive, safe method with excellent time resolution that might provide further insights in the neural basis of recovery from aphasia.

Action Potentials↗