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  1. I. H. Kerridge, C. F. C. Jordens, R. Benson, R. Clifford, R. A. Ankeny, D. Keown, B. Tobin, S. Bhattacharyya, A. Sachedina, L. S. Lehmann & B. Edgar (2010). Religious Perspectives on Embryo Donation and Research. Clinical Ethics 5 (1):35-45.
    The success of assisted reproductive technologies (ARTs) worldwide has led to an accumulation of frozen embryos that are surplus to the reproductive needs of those for whom they were created. In these situations, couples must decide whether to discard them or donate them for scientific research or for use by other infertile couples. While legislation and regulation may limit the decisions that couples make, their decisions are often shaped by their religious beliefs. Unfortunately, health professionals, scientists and policy-makers are often (...)
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  2. I. H. Kerridge (2002). Death, Dying and Donation: Organ Transplantation and the Diagnosis of Death. Journal of Medical Ethics 28 (2):89.
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  3. I. H. Kerridge & K. R. Mitchell (1996). The Legislation of Active Voluntary Euthanasia in Australia: Will the Slippery Slope Prove Fatal? Journal of Medical Ethics 22 (5):273-278.
    At 2.00 am on the morning of May 24, 1995 the Northern Territory Legislative Assembly Australia passed the Rights of the Terminally Ill Act by the narrow margin of 15 votes to 10. The act permits a terminally ill patient of sound mind and over the age of 18 years, and who is either in pain or suffering, or distress, to request a medical practitioner to assist the patient to terminate his or her life. Thus, Australia can lay claim to (...)
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  4. M. Lowe, I. H. Kerridge & K. R. Mitchell (1995). 'These Sorts of People Don't Do Very Well': Race and Allocation of Health Care Resources. Journal of Medical Ethics 21 (6):356-360.
    Recent literature has highlighted issues of racial discrimination in medicine. In order to explore the sometimes subtle influence of racial determinants in decisions about resource allocation, we present the case of a 53-year-old Australian Aboriginal woman with end-stage renal failure. The epidemiology of renal failure in the Australian Aboriginal population and amongst other indigenous peoples is discussed. We show that the use of utilitarian outcome criteria for resource allocation may embody subtle racial discrimination where consideration is not given to issues (...)
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  5. C. Myser, I. H. Kerridge & K. R. Mitchell (1995). Teaching Clinical Ethics as a Professional Skill: Bridging the Gap Between Knowledge About Ethics and its Use in Clinical Practice. Journal of Medical Ethics 21 (2):97-103.
    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 (...)
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  6. K. R. Mitchell, I. H. Kerridge & T. J. Lovat (1993). Medical Futility, Treatment Withdrawal and the Persistent Vegetative State. Journal of Medical Ethics 19 (2):71-76.
    Why do we persist in the relentless pursuit of artificial nourishment and other treatments to maintain a permanently unconscious existence? In facing the future, if not the present world-wide reality of a huge number of persistent vegetative state (PVS) patients, will they be treated because of our ethical commitment to their humanity, or because of an ethical paralysis in the face of biotechnical progress? The PVS patient is cut off from the normal patterns of human connection and communication, with a (...)
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  7. K. R. Mitchell, C. Myser & I. H. Kerridge (1993). Assessing the Clinical Ethical Competence of Undergraduate Medical Students. Journal of Medical Ethics 19 (4):230-236.
    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 (...)
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