The range of decisions considered permissible in pediatrics is typically understood to involve a balance between patient interests and parental or surrogate authority. In this article, we argue that there is a distinct set of considerations relevant to pediatric decision-making that is often neglected or unacknowledged in pediatrics-namely, considerations related to patient authenticity. The standard of pediatric authenticity asks not what is best for the patient or what the patient would choose but, rather, what is most consistent with who the patient is. We begin the article with an overview of the best interest standard and suggest that authenticity can elucidate considerations that fall between a child's strictly medical interests and broader familial or relational interests. Next, we discuss authenticity in greater detail, noting the limits of applying certain philosophical conceptions of authenticity in pediatrics. We then sketch our own account of pediatric authenticity and distinguish it from the related concepts of subjective interests and assent. We conclude with a discussion of three cases illustrating the normative significance of authenticity in a range of situations arising in pediatric medicine.
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http://dx.doi.org/10.1002/hast.1339 | DOI Listing |
Acad Med
October 2024
T.H. Champney is professor, Department of Cell Biology, University of Miami Miller School of Medicine, Miami, Florida; ORCID: https://orcid.org/0000-0002-0507-1663.
A new ethos of anatomy education goes beyond the learning of body parts in the traditional curriculum. In the traditional curriculum, the focus of only providing information on the structure of the human body left certain learning opportunities overlooked, marginalized, or dismissed as irrelevant; thus, opportunities to foster and shape professional attributes in health care learners were lost. Furthermore, changes in curricula structures and reductions in anatomy teaching hours have necessitated a transformation in how anatomy education is perceived and delivered.
View Article and Find Full Text PDFJ Womens Health (Larchmt)
December 2024
Department of Pediatrics, Yale School of Medicine, New Haven, Connecticut, USA.
Although women have comprised at least 50% of medical school classes for decades, women remain underrepresented in leadership positions. Although the proportion of women division chiefs in the U.S.
View Article and Find Full Text PDFDisabil Rehabil
December 2024
Department of Pediatrics, The University of Melbourne, Melbourne, Australia.
Purpose: To explore the impact of family-centred service education on the knowledge, attitudes, self-efficacy, and practice of service providers working in paediatric disability.
Materials And Methods: The review was conducted in accordance with the Joanna Briggs Institute methodology for scoping reviews. The search strategy was completed in seven electronic databases.
Adv Simul (Lond)
December 2024
Institute of Health Sciences Education, Faculty of Medicine & Health Sciences, McGill University, Montreal, Quebec, Canada.
Addressing health inequities in health professions education is essential for preparing healthcare workers to meet the demands of diverse communities. While simulation has become a widely recognized and effective method for providing safe and authentic clinical learning experiences, there has been limited attention towards the power of simulation in preparing health practitioners to work with groups who experience health disparities due to systems of inequality. Balancing technical proficiency with educational approaches that foster critical reflection and inform action oriented towards social accountability is essential.
View Article and Find Full Text PDFPatient Educ Couns
December 2024
Department of Prevention, Health Promotion & Community Care, Copenhagen University Hospital - Steno Diabetes Center Copenhagen, Herlev, Denmark.
Objective: The onset of childhood diabetes necessitates that the child and family quickly must learn numerous self-management tasks. Diabetes education is key to successful self-management, and established diabetes-related habits are known to be difficult to change. Hence, the initial hospital-based diabetes education and support is a distinct opportunity to optimize habits and disease management.
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