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The Language of Bioethics (Glossary)

Objectives

Goals

Required Reading

Items for Discussion

Clinical Vignettes

Suggested Readings/References


References & Resources

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Ward Team Ethics

Objectives

Explore the complex interactions of members of the ward team, the lack of a formal curriculum, the need to bring context into the process and the manner in which this process of clinical medical education influences the development of a work ethic and code of ethical conduct that will influence the student throughout his professional life. This ward team structure and function is of major importance in the moral development of medical students. This medical team is an early site of ethical behavior in the actual practice of medicine and compliments the learning in the classroom (e.g., study of presented classical ethical dilemmas and textbook bioethics). Finally, the informal curriculum of the ward team is at least as relevant to the moral and professional development of students as the formal curriculum designed by the schools of medicine and the residency programs.

Goals

  1. To help the medical student better understand ethical dilemmas he/she may face during clinical clerkships, the relevance of such dilemmas and their potential resolution.
  2. To orient the medical student to those ethical dilemmas peculiar to the student as part of the inpatient ward team and how the resolution of such dilemmas will help to develop each student's eventual ethical, professional behavior as houseofficers and physicians.
  3. To help the medical student understand the dynamics of the ward team and how it functions without a formal curriculum.
  4. To make the student aware of the risk of ethical erosion as a clinical clerk.

Required Reading

  1. Ethics Manual, Fourth Edition, American College of Physicians
  2. Code of Medical Ethics, American Medical Association,
    "Sexual Harassment and Exploitation Between Medical Supervisors and Trainees," 3.08
    "Disputes Between Medical Supervisors and Trainees," 9.055
    Note: Many of these AMA statements are in Doctor's Dilemma  

Items for Discussion

  1. Is there an "unwritten code" for ethical conduct for medical students and other members of the team? If so, what is it, who decides what it is and how does it come to be?
  2. What is a ward team?
  3. How does it function?
  4. What makes a good "team?"
  5. What makes a good faculty attending?
  6. Does a ward team have a code of ethics?
  7. How do individual members of the team learn their respective roles?
  8. How does the team deal with a team member who is not a "team player?"
  9. How do we deal with issues of integrity of team members?
  10. Who teaches whom, and how do we learn to teach?
  11. How are concepts of appropriate conduct conveyed, rewarded or sanctioned?
  12. What should be changed and what should be retained?

Clinical Vignettes

In reading and discussing the following vignettes, ask yourself how you would manage these seemingly conflicting roles of being your patients' physician and your maintaining loyalty to the health care team.

Ethical dilemma #1

When you are the junior medical student assisting in a procedure that is sterile and the intern accidentally breaks sterility, but acts like he did not. In the room with the junior medical students are two residents, a nurse, and the attending.

Issues the student asks about:

1. patient safety
2. making your intern look bad

Ethical dilemma #2

I found myself an observer of an "unethical" situation during my surgical rotation. My patient was a 59 year old woman who had to be admitted one night through the ER for small bowel obstruction-secondary to advanced colon cancer. This patient had been diagnosed with cancer approximately 3 year prior and had elected not to undergo surgery at that time. She strongly believed in alternative medicine and self-healing and felt that if she believed in the healing power of the mind enough, she could overcome the ravages of her disease. Indeed she had been living a fairly comfortable, functional life until her bowel obstructed. She was very anxious about the inevitability of surgery, but reluctantly agreed after making one request—she asked the surgeons to assure her that during surgery even as she lie unconscious form anesthesia, that no one would speak negatively about her cancer or her prognosis. The surgeons, of course, agreed. As I stood by her side during the operation, I listened to a barrage of comments concerning the hopelessness of her situation and how foolish this woman was for refusing surgery in the first place.

Several nights later, while on call, I went to the patient's room and found her lying in the dark crying. She told me that in the recovery room she heard the surgeon approach the bed and tell her nurse how extensive the cancer was and that she was not expected to live more than a few months at best. She told me that she wanted to open her eyes and tell him that she was awake, but the residual anesthesia wouldn't allow it.

Ethical dilemma #3

While on a surgical service, I was taking care of a 38 year old white man who was admitted for a procedure in good general health. The patient had undergone similar operations in the past.

During the operation, the dural covering of the spinal cord was nicked with a subsequent small CSF leak. The incident took place despite careful dissection and meticulous technique. The defect was easily repaired and the rest of the operation went without complication.

Post operatively, the patient was closely monitored with special attention to signs and symptoms of further CSF leakage. The patient's hospitalization was extended slightly more than what he expected and was longer than prior post-op stays. None of the housestaff or faculty mentioned the intraoperative incident.

On the day of his discharge, the patient was very appreciative of my care and asked if anything had happened during the operation. He was mildly suspicious based on his post-op stay and the team's questions. We had developed a good rapport, and the patient had spoken openly to me about very personal issues. Although the CSF leak was accidental and did not have serious adverse consequences, I felt uncertain whether a student should be the correct person to inform the patient.

The rest of the team had already seen the patient on rounds and were busy in the operating room.

Suggested Reading/References
Note: These articles can be found through Ovid and will require an ID and password.

  1. Feudtner C, Christakis DA, and Christakis NA. Do clinical clerks suffer ethical erosion? Students' perceptions of their ethical environment and personal development. Academic Medicine August 1994; 69(8): 670-79.
  2. Hundert EM. Characteristics of the informal curriculum and trainees' ethical choices. Academic Medicine, June 1996; 71(6): 624-640.
  3. Christakis DA and Feudtner C. Ethics in a short white coat: The ethical dilemmas that medical students confront. Academic Medicine, April 1993; 68(4): 249-254.
  4. Roberts A. Teaching Third Year Medical Students How to Handle Ethical Dilemmas Journal of the Medical Association of Georgia, November, 1997; Volume 86: 327-329.

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Medical College of Georgia
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Medical College of Georgia

Please email comments, suggestions or questions to
Alan Roberts, aroberts@mail.mcg.edu.
August 05, 2002