Understanding, being, and doing: medical ethics in medical education.
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Biomedical subjects
Publications and source records attributed to Rosamond Rhodes.
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Organ transplantation, and living donor organ transplantation in particular, could not occur without society s trust in medicine and in transplant programs. This paper explains the importance of that trust and shows how the concept can be used to define the moral requirements for structuring organ transplant programs. The discussion goes on to outline what a trustworthy program must be, and to provide a conceptual perspective for drawing lines and setting boundaries for ethically acceptable living donor transplantation. It also explains the morally relevant considerations for accepting emotionally related or unrelated living donors.
People who discuss medical ethics or bioethics come to very different conclusions about the levels of agreement in the field and the implications of consensus among health care professionals. In this paper I argue that these disagreements turn on a confusion of two distinct senses of medical ethics. I differentiate (1) medical ethics as a subject in applied ethics from (2) medical ethics as the professional moral commitments of health care professions. I then use the distinction to explain its significant implications for medical ethics education. Drawing on the recent work of John Rawls, I also show the centrality of philosophy in medical ethics by illustrating how contemporary philosophy can be used to construct an ethical framework for the medical professions.
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