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"Myser, Catherine"
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Bioethics around the globe
Contemporary bioethics, now roughly 40 years old as a discipline, originated in the United States with a primarily Anglo-American cultural ethos. It continues to be professionalized and institutionalized as a maturing discipline at the intersections of philosophy, medicine, law, social sciences, and humanities. Increasingly bioethics—along with its foundational values, concepts and principals—has been exported to other countries, not only in the developed West, but also in developing and/or Eastern countries. Bioethics thus continues to undergo intriguing transformations as it is globalized and adapted to local cultures. These processes have occurred rapidly in the last two decades, with relatively little reflection and examination. This book takes a critical, empirical look at bioethics around the globe, examining how it is being transformed—at both local and global levels—in this process of cross-cultural exporting and importing. This book offers the first comparative anthropology and sociology of globalizing bioethics in the field, exploring the global dissemination, local adaptations, cultural meanings and social functions of bioethics theories, practices and institutions and comparing developed and developing countries. The book considers a full range of countries on every inhabited continent. Topics include government agendas such as nationalism and nation building; agendas of powerful, associated professions (e.g., medicine, law); theological and political agendas such as “culture wars”; agendas of entrepreneurial economies of profit; and other cultural and ideological agendas consciously or unconsciously advanced or contested by bioethics work in particular countries based on their unique history, politics and culture.
eBook
A philosophical critique of the \best interests\ criterion and an exploration of clinical ethical strategies for balancing the interests of infants or fetuses, family members, and society in the United States, India, and Sweden
Recent law and ethics literature has been inundated with recommendations of the \"best interests\" criterion as the appropriate guide for neonatal and maternal-fetal decision-making. Increasingly, however, its adequacy is being questioned. In Chapter 1, I survey the arguments of \"best interests\" defenders and critics and suggest one problem is that the \"best interests\" criterion has yet to be subjected to a systematic conceptual and ethical analysis. In Chapter 2, therefore, I conduct such an analysis to evaluate more systematically its appropriateness as a decision-making guide in neonatal and maternal-fetal medicine, concluding that the \"best interests\" criterion cannot assist us in seeing and addressing all that is at stake in neonatal and maternal-fetal decision-making because it excludes any consideration of the \"interdependent\" and other interests of family members. Therefore, I suggest that an ethical criterion or set of criteria which can explicitly consider and adequately balance the interests of infants or fetuses and family members would be a more helpful guide for neonatal and maternal-fetal decision-making. In Chapters 3-7, I attempt to move beyond the \"best interests\" criterion, drawing on fieldwork I conducted in the United States, Sweden, and India to point out some conceptual and normative gaps to be addressed in the development of a more adequate guide for neonatal and maternal-fetal decision-making. In Chapter 3, I describe this fieldwork and explain its purpose as illustrating the clinical ethical strategies employed in these countries to balance the interests of various parties in actual decision-making. In Chapters 4-6, I describe these strategies. Finally, in Chapter 7, I point out some conceptual and normative gaps in these decision-making strategies, noting that these gaps have also been unaddressed by the \"best interests\" critics reviewed in Chapters 1 and 2. I suggest that we must address these gaps to develop theoretical structures that will enable us to explicitly consider and adequately balance the \"interdependent\" and other interests of infants or fetuses, their family members, and even society in neonatal and maternal-fetal decision-making.
Dissertation
Assessing the clinical ethical competence of undergraduate medical students
At the University of Newcastle, health law and ethics is taught and assessed in each year of the five-year curriculum. However, the critical question for assessment remains: 'Does teaching ethics have a measurable effect on the clinical activity of medical students who have had such courses?' Those responsible for teaching confront this question each year they sit down to construct their assessment tools. Should they assess what the student knows? Should they assess the student's moral reasoning, that is, what decisions the student makes, and, how these decisions are justified, or should they assess what the student actually does when dealing with patients in the clinical setting, and how he or she does it? From 1982 to 1991, assessment at Newcastle was primarily aimed at determining the quality of the students' ethics knowledge base. This paper describes the strengths and limitations of a purely knowledge-based method of evaluation and why in 1992, we are now attempting to redefine and assess, what we call 'clinical ethical competence' in terms of how students actually apply this knowledge base in a controlled clinical context.
Journal Article
Teaching clinical ethics as a professional skill: bridging the gap between knowledge about ethics and its use in clinical practice
Ethical reasoning and decision-making may be thought of as 'professional skills', and in this sense are as relevant to efficient clinical practice as the biomedical and clinical sciences are to the diagnosis of a patient's problem. Despite this, however, undergraduate medical programmes in ethics tend to focus on the teaching of bioethical theories, concepts and/or prominent ethical issues such as IVF and euthanasia, rather than the use of such ethics knowledge (theories, principles, concepts, rules) to clinical practice. Not surprisingly, many students and clinicians experience considerable difficulty in using what they know about ethics to help them make competent ethical decisions in their day-to-day clinical practice. This paper describes the development of a seminar programme for teaching senior medical students a more systematic approach to ethical reasoning and analysis and clinical decision-making.
Journal Article
'Fixing' Katie and Eilish: Medical Documentaries and the Subjection of Conjoined Twins
Myser and Clark analyze the cultural representations of conjoined twins (so-called Siamese twins) in medical
documentaries. They argue that medical documentaries seem to perform a descriptive function for lay audiences, but also
function as a prescriptive force that reproduces the cultural assumption that there must be singular self correlated to a
single body. Their primary analytical focus is three documentaries about the Irish conjoined twins Katie and Eilish Holton
and their family: Mark Galloway's Katie and Eilish and Life without Katie and the subsequent 20/20 TV segment on
the surviving family.
Journal Article
'Detached' Museums Still Offer a Point of View
You suggest (\"Museums That Tell What to Think,\" Week in Review, April 20) that the Museum of African-American History in Detroit illustrates a new approach to museum design whose voice is \"oddly prescriptive\" in telling viewers what to think.
Newspaper Article