The little-known stories of the people responsible for what we know today as modern medical ethics. In Making Modern Medical Ethics, Robert Baker tells the counter history of the birth of bioethics, bringing to the fore the stories of the dissenters and whistleblowers who challenged the establishment. Drawing on his earlier work on moral revolutions and the history of medical ethics, Robert Baker traces the history of modern medical ethics and its bioethical turn to the moral insurrections incited by the many unsung dissenters and whistleblowers: African American civil rights leaders, Jewish Americans harboring Holocaust memories, feminists, women, and Anglo-American physicians and healthcare professionals who were veterans of the World Wars, the Cold War, and the Vietnam War. The standard narrative for bioethics typically emphasizes the morally disruptive medical technologies of the latter part of the twentieth century, such as the dialysis machine, the electroencephalograph, and the ventilator, as they created the need to reconsider traditional notions of medical ethics. Baker, however, tells a fresh narrative, one that has historically been neglected (e.g., the story of the medical veterans who founded an international medical organization to rescue medicine and biomedical research from the scandal of Nazi medicine), and also reveals the penalties that moral change agents paid (e.g., the stubborn bureaucrat who was demoted for her insistence on requiring and enforcing research subjects’ informed consent). Analyzing major statements of modern medical ethics from the 1946–1947 Nuremberg Doctors Trials and Nuremberg Code to A Patient’s Bill of Rights, Making Modern Medical Ethics is a winning history of just how respect and autonomy for patients and research subjects came to be codified.

Already the recipient of extraordinary critical acclaim, this magisterial book provides a landmark account of American medical education in the twentieth century, concluding with a call for the reformation of a system currently handicapped by managed care and by narrow, self-centered professional interests. Kenneth M. Ludmerer describes the evolution of American medical education from 1910, when a muck-raking report on medical diploma mills spurred the reform and expansion of medical schools, to the current era of managed care, when commercial interests once more have come to the fore, compromising the training of the nation's future doctors. Ludmerer portrays the experience of learning medicine from the perspective of students, house officers, faculty, administrators, and patients, and he traces the immense impact on academic medical centers of outside factors such as World War II, the National Institutes of Health, private medical insurance, and Medicare and Medicaid. Most notably, the book explores the very real threats to medical education in the current environment of managed care, viewing these developments not as a catastrophe but as a challenge to make many long overdue changes in medical education and medical practice. Panoramic in scope, meticulously researched, brilliantly argued, and engagingly written, Time to Heal is both a stunning work of scholarship and a courageous critique of modern medical education. The definitive book on the subject, it provides an indispensable framework for making informed choices about the future of medical education and health care in America.

PRAISE FOR EDUCATING PHYSICIANS "Educating Physicians provides a masterful analysis of undergraduate and graduate medical education in the United States today. It represents a major educational document, based firmly on educational psychology, learning theory, empirical studies, and careful personal observations of many individual programs. It also recognizes the importance of financing, regulation, and institutional culture on the learning environment, which suffuses its recommendations for reform with cogency and power. Most important, like Abraham Flexner's classic study a century ago, the report recognizes that medical education and practice, at their core, are profoundly moral enterprises. This is a landmark volume that merits attention from anyone even peripherally involved with medical education." —Kenneth M. Ludmerer, author, Time to Heal: American Medical Education from the Turn of the Century to the Era of Managed Care "This is a very important book that comes at a critical time in our nation's history. We will not have enduring health care reform in this country unless we rethink our medical education paradigms. This book is a call to arms for doing just that." —George E. Thibault, president, Josiah Macy, Jr. Foundation "The authors provide us with the evidence-based model for physician education with associated changes in infrastructure, policy, and our roles as educators. Whether you agree or not with their conclusions, if you are a teacher this book is a must-read as it will frame both what and how we discuss medical education throughout the current century." —Deborah Simpson, associate dean for educational support and evaluation, Medical College of Wisconsin "A provocative book that provides us with a creative vision for medical education. Using in-depth case studies of innovative educational practices illustrating what is actually possible, the authors provide sage advice for transforming medical education on the basis of learning theories and educational research." —Judith L. Bowen, professor of medicine, Oregon Health & Science University

In recent decades, researchers have studied the cultures of medicine and the ways in which context and identity shape both individual experiences and structural barriers in medical education. The essays in this collection offer new insights into the deep histories of these processes, across time and around the globe. Transforming Medical Education compiles twenty-one historical case studies that foreground processes of learning, teaching, and defining medical communities in educational contexts. The chapters are organized around the themes of knowledge transmission, social justice, identity, pedagogy, and the surprising affinities between medical and historical practice. By juxtaposing original research on diverse geographies and eras – from medieval Japan to twentieth-century Canada, and from colonial Cameroon to early Republican China – the volume disrupts traditional historiographies of medical education by making room for schools of medicine for revolutionaries, digital cadavers, emotional medical students, and the world’s first mandatory Indigenous community placement in an accredited medical curriculum. This unique collection of international scholarship honours historian, physician, and professor Jacalyn Duffin for her outstanding contributions to the history of medicine and medical education. An invaluable scholarly resource and teaching tool, Transforming Medical Education offers a provocative study of what it means to teach, learn, and belong in medicine.

The purpose of medical education is to benefit patients by improving the work of doctors. Patient centeredness is a centuries old concept in medicine, but there is still a long way to go before medical education can truly be said to be patient centered. Ensuring the centrality of the patient is a particular challenge during medical education, when students are still forming an identity as trainee doctors, and conservative attitudes towards medicine and education are common amongst medical teachers, making it hard to bring about improvements. How can teachers, policy makers, researchers and doctors bring about lasting change that will restore the patient to the heart of medical education? The authors, experienced medical educators, explore the role of the patient in medical education in terms of identity, power and location. Using innovative political, philosophical, cultural and literary critical frameworks that have previously never been applied so consistently to the field, the authors provide a fundamental reconceptualisation of medical teaching and learning, with an emphasis upon learning at the bedside and in the clinic. They offer a wealth of practical and conceptual insights into the three-way relationship between patients, students and teachers, setting out a radical and exciting approach to a medical education for the future. “The authors provide us with a masterful reconceptualization of medical education that challenges traditional notions about teaching and learning. The book critiques current practices and offers new approaches to medical education based upon sociocultural research and theory. This thought provoking narrative advances the case for reform and is a must read for anyone involved in medical education.” - David M. Irby, PhD, Vice Dean for Education, University of California, San Francisco School of Medicine; and co-author of Educating Physicians: A Call for Reform of Medical School and Residency "This book is a truly visionary contribution to the Flexner centenary. It is compulsory reading for the medical educationalist with a serious concern for the future - and for the welfare of patients and learners in the here and now." Professor Tim Dornan, University of Manchester Medical School and Maastricht University Graduate School of Health Professions Education.

The integration of Augmented Reality (AR) and Virtual Reality (VR) with Artificial Intelligence (AI) has immense potential to have beneficial effects for institutions of healthcare and medical education. However, this integration has become so complex, it presents numerous challenges across various domains. Researchers and practitioners often need help to keep pace with the rapid advancements of technologies and applications. Issues such as privacy, security, scalability, and optimization of AR/VR setups remain critical concerns for healthcare industry professionals and academics alike. There needs to be a comprehensive resource that addresses these challenges, if we expect the field to grow in an effective and responsible manner. Modern Technology in Healthcare and Medical Education: Blockchain, IoT, AR, and VR offers a solution to these challenges. By providing insights from researchers and experts in the field, this book serves as a valuable reference for addressing real-world problems. This book is a must-have resource for doctoral and post-doctoral researchers, undergraduate and postgraduate students, industry professionals, and government agencies working in AR/VR. It provides a roadmap for future research and development in this rapidly evolving field. It covers a wide range of topics, including enhancements in AR/VR, AI integration, task-specific training, and applications in healthcare and education.

This book analyzes policy fights about what counts as good evidence of safety and effectiveness when it comes to new health care technologies in the United States and what political decisions mean for patients and doctors. Medical technologies often promise to extend and improve quality of life but come with many questions: Are they safe and effective? Are they worth the cost? When should they be allowed on the market, and when should Medicare, Medicaid, and private insurance companies be required to pay for drugs, devices, and diagnostic tests? Using case studies of disputes about the value of mammography screening; genetic testing for disease risk; brain imaging technologies to detect biomarkers associated with Alzheimer's disease; cell-based therapies; and new, expensive drugs, Maschke and Gusmano illustrate how scientific disagreements about what counts as good evidence of safety and effectiveness are often swept up in partisan fights over health care reform and battles among insurance and health care companies, physicians, and patient advocates. Debating Modern Medical Technologies: The Politics of Safety, Effectiveness, and Patient Access reveals stakeholders' differing values and interests regarding patient choice, physician autonomy, risk assessment, government intervention in medicine and technology assessment, and scientific innovation as a driver of national and global economies. It will help readers to understand the nature and complexity of past and current policy disagreements and their effects on patients.

For modern scientists, history often starts with last week's journals and is regarded as largely a quaint interest compared with the advances of today. However, this book makes the case that, measured by major advances, the greatest decade in the history of brain studies was mid-twentieth century, especially the 1950s. The first to focus on worldwide contributions in this period, the book ranges through dozens of astonishing discoveries at all levels of the brain, from DNA (Watson and Crick), through growth factors (Hamburger and Levi-Montalcini), excitability (Hodgkin and Huxley), synapses (Katz and Eccles), dopamine and Parkinson's (Carlsson), visual processing (Hartline and Kuffler), the cortical column (Mountcastle), reticular activating system (Morruzzi and Magoun) and REM sleep (Aserinsky), to stress (Selye), learning (Hebb) and memory (HM and Milner). The clinical fields are also covered, from Cushing and Penfield, psychosurgery and brain energy metabolism (Kety), to most of the major psychoactive drugs in use today (beginning with Delay and Deniker), and much more. The material has been the basis for a highly successful advanced undergraduate and graduate course at Yale, with the classic papers organized and accessible on the web. There is interest for a wide range of readers, academic, and lay because there is a focus on the creative process itself, on understanding how the combination of unique personalities, innovative hypotheses, and new methods led to the advances. Insight is given into this process through describing the struggles between male and female, student and mentor, academic and private sector, and the roles of chance and persistence. The book thus provides a new multidisciplinary understanding of the revolution that created the modern field of neuroscience and set the bar for judging current and future advances.