"The process of seeking the consent of a patient to a medical procedure is, arguably, one of the most important skills a doctor, or indeed any clinician, should learn. In fact, the very idea that doctors may institute diagnostic or treatment processes ofany sort without a patient's consent is utterly counter-intuitive to the modern practice of medicine. It was not always thus, and even now it can be reliably assumed that consent is still not sought and gained appropriately in every clinical encounter. To say that it should be sought and gained in this manner elevates the value of consent to a high level. It can be instructive to ask oneself why such a value might be held to be the case. The answer to this question lies in the philosophical underpinning of clinical consent, which sits within a notion of personal autonomy, and respect for autonomous decision making"--
Provided by publisher.
Daugiau informacijos
A case-based approach to the principles of informed consent and their application in clinical practice.
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1 Introduction to clinical consent: laying out the territory |
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1 | (10) |
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2 On capacity: can the patient decide? |
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11 | (21) |
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3 Putting the informed into consent: information and decision-making |
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32 | (24) |
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4 Voluntariness: the freedom to choose |
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56 | (20) |
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5 Continuing consent: does the patient still agree? |
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76 | (14) |
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6 Concluding thoughts on consent |
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90 | (7) |
| Index |
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97 | |
Deborah Bowman is Senior Lecturer in Medical Ethics and Law, Centre for Medical and Healthcare Education, Division of Population Health Sciences and Education, St George's, University of London, UK. John Spicer is a GP in South London, UK and Head of School, London School of General Practice, University of London. He has written widely on ethical matters in clinical practice, and maintains active interests in the medical humanities and the ethics of primary medical care. Rehana Iqbal is Consultant Anaesthetist and Lecturer in Medical Ethics and Law, St George's Healthcare NHS Trust and Centre for Medical and Healthcare Education, Division of Population Health Sciences and Education, St George's, University of London, UK.
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