Healthcare, artificial intelligence and the fourth industrial revolution: ethical, social and legal considerations

Artificial intelligence (AI) is usually associated with high-tech robotics, automation and science fiction, and can seem daunting to some.However, AI in general has grown considerably over the past 50 years, and is the current driving force behind the Fourth Industrial Revolution.While it proposes improvements to almost every field that it touches, including the medical sciences, ethical, social and legal challenges associated with its implementation arise. One may question whether AI, which can replace the human element by nature of its operation,has a place in South African and African communities, in certain instances. AI systems can potentially become discriminatory and lead to stigmatisation, if the systems are not properly tailored to reflect the specific characteristics of a population group. Over-reliance on the use of technology, without fully understanding the effects and consequences of the systems, could also prove to be problematic

'Every Teacher is a Researcher!': Creating Indigenous Epistemologies and Practices for HIV Prevention through Values-Based Action Research

Since gender is an undisputed driver of HIV infection; teachers concerned with HIV prevention education should ideally encourage critical awareness of and culturally sensitive practices around gender inequalities. Many interventions and programmes have been developed for teachers to enable them to do this; however most have met with limited success. This article proceeds from the viewpoint that for HIV-prevention interventions to be sustainable and effective; teachers should be actively engaged in their design; implementation and evaluation. It outlines how teachers in an HIV prevention programme utilised an action research design to explore their own gender constructs as a necessary first step to the creation of more gender-sensitive school climates and teaching practices. This values-based self-enquiry moved the teachers to action on two levels: first; to adopt a more gendersensitive approach in their own personal and professional lives and second; to take action to challenge gender inequalities within their particular educational contexts. Evidence is presented to justify the claim that action research of this genre helps teachers to generate indigenous epistemologies and practices that not only are effective in creating sustainable and empowering learning environments for HIV prevention education; but also for teaching and learning in general

Disclosure of HIV Status between Parents and Children in Uganda in the Context of Greater Access to Treatment

While disclosure of HIV sero-status is encouraged in the management of the HIV and AIDS epidemic; it remains a challenge; especially among family members. This article examines the moral dilemmas and pragmatic incentives surrounding disclosure of HIV status in contemporary Uganda. Our findings are based on 12 in-depth interviews; 2 focus-group discussions; 6 key informant interviews with AIDS activists; and open-ended responses derived from 148 HIV-positive persons in a quantitative survey. The study was conducted in 2008-2009 in Kampala; Mpigi; and Soroti districts in Uganda. We found both parents and adult children facing dilemmas in disclosure; whether it was parents revealing their own HIV status to their children or the status of their perinatally infected children; or young people infected through sexual intercourse telling their parents. For both groups; there is fear of blame; stigma; discrimination; and shame and guilt related to unsafe sex; while young people also fear loss of privileges. On the other hand; there are practical imperatives for disclosure in terms of gaining access to care; treatment; and material resources. Faced with these dilemmas; HIV-positive people and their families require professional counselling to help them work through the emotional challenges encountered and identify mechanisms of support and coping