David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Journal of Law, Medicine & Ethics 36 (1):150-173 (2008)
Patients belonging to ethnic, racial, and religious minorities have been all but excluded from the legal academy's on-going conversation about informed consent. This article repairs that egregious omission. It begins by observing the narrowing of ethical justifications that underlie our informed consent law, tracing the ethical literature from the ancients to modern formulations of autonomy-centered models. Next, this article reviews the vast body of empirical data available in social science literature, that demonstrates how distinct from the autonomy model the broad range of values and priorities held by patients from racial, ethnic, and religious minority groups is. The conclusion that informed consent's focus on the western notion of autonomy affirmatively harms minority patients is inescapable. The article concludes by offering a fiduciary model of informed consent law that could improve the quality of health care for more than 100 million minority patients, potentially at risk under current law while also regulating the informed consent procedure and practice in a way that will bring balance and justice to all American patients and providers.
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References found in this work BETA
Paul S. Appelbaum, Charles W. Lidz & Alan Meisel (1987). Informed Consent Legal Theory and Clinical Practice. Monograph Collection (Matt - Pseudo).
Tom L. Beauchamp (2009). Principles of Biomedical Ethics. Oxford University Press.
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Joel Feinberg (1971). Legal Paternalism. Canadian Journal of Philosophy 1 (1):105 - 124.
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Citations of this work BETA
Kathryn E. Artnak, Richard M. McGraw & Vayden F. Stanley (2011). Health Care Accessibility for Chronic Illness Management and End-of-Life Care: A View From Rural America. Journal of Law, Medicine & Ethics 39 (2):140-155.
Dianne Quigley (2015). Promoting Human Subjects Training for Place-Based Communities and Cultural Groups in Environmental Research: Curriculum Approaches for Graduate Student/Faculty Training. Science and Engineering Ethics 21 (1):209-226.
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