This book, through the lens of interdisciplinary legal analysis, draws a subtle balance between bioethics and financial regulation, with the latter playing an unexpectedly crucial role in the way life may potentially be governed. The legal topic of human preservation or cryoconservation was initially developed in the United States in the case of Donaldson v. van de Kamp. More recently, the subject arose in Europe as a result of a decision of the High Court, Family Division, London. This new theme of cryoconservation has unfolded through multifaceted forms, including its impact on regulation. In an area that may, at least prima facie, be regarded as belonging to the traditional realm of medical law, the findings presented here suggest that its potential has strong economic implications. The work argues that it is necessary also to look at this subject from a more interdisciplinary perspective, drawing a fil rouge between two otherwise seemingly opposing areas of law: medical law and financial regulation. The legal framework draws on the Anglo-American, and the United Kingdom in particular, along with civil law analysis from Italy. The work will be of interest to researchers and academics in the areas of medical law, legal philosophy, financial law, property law and insurance law.
This book is written by two eminent educators and clinicians in medicine, and provides a wealth of information and food for thought for those who have responsibility for curriculum development." Journal of Orthodontics What are the contemporary problems facing curriculum designers and developers? What are the key questions that ought to be addressed with regard to curriculum design for medical practice? How might a curriculum for practice in medical education be developed? Medical Education offers a detailed response to these questions and shows what form a curriculum for practice should take and how one can be developed. These ideas are presented in a highly practical and readable account that is essential reading for those involved in educating the doctors of the future and for policy makers in the field of medical education. It also offers useful advice for those in related fields of health care. The authors show that recent developments of curricula for postgraduate doctors have been founded on the misguided view (promoted by politicians and policy makers) that medical practice is routine, straightforward and able to be reduced to simple protocols that professionals must learn and follow. In this view, doctors are technicians who need merely to be trained through a simple curriculum. In contrast, this book shows that the practice of medicine as experienced by working doctors is complex, uncertain and unpredictable. This requires a curriculum that provides the opportunity to learn to exercise professional judgement and make decisions based on practical wisdom.
This book offers a carefully argued approach to the postgraduate preparation of surgeons and doctors. At a time when surgical/medical education is undergoing profound change this text will prove an invaluable resource for those both reorganizing teaching programmes and those working with learning surgeons/doctors. It emphasizes what is involved in learning to be a surgeon and/or doctor who can engage in professional conduct and exercise professional judgement, as opposed to being trained in surgical/medical activities in order to demonstrate the behaviour expected by assessors. It provides many examples and ideas which have been developed and refined over the past three years in partnership with a wide range of working surgeons and doctors in practical settings and in reflective seminars. The authors have together brought to the production of this book a unique combination of a practising surgeon who is dedicated to the development of excellence in surgical practice, and a practising teacher educator who is dedicated to developing expertise in educational practice, particularly in clinical settings.
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