ABSTRACT
Durante la pandemia de COVID-19 hemos vivido en todo el planeta una situación sin precedentes que nos ha exigido tomar decisiones urgentes basadas más en el sentido común que en las evidencias. Lo urgente nos hizo olvidar lo importante, pero, después de la experiencia de año y medio, es momento de analizar con calma lo que hemos aprendido para poder aplicar medidas sanitarias con prudencia y evitar los daños no deseados. No debemos olvidar que somos científicos, porque somos médicos. La ciencia consiste en cuestionar y buscar evidencias firmes donde apoyar decisiones complejas que ofrezcan las mejores opciones a nuestros pacientes. La Bioética debe guiarnos en esta misión, valorando todas las aportaciones y enfoques, sin buscar una verdad absoluta, haciendo un ejercicio de prudencia, reflexión, responsabilidad y auténtica deliberación. En este marco, como pediatras, debemos preguntarnos seriamente si es pertinente la vacunación de los adolescentes y niños, a la vista objetiva de los datos que tenemos (AU)
During the COVID-19 pandemic, we have experienced an unprecedented situation around the world that has required us to make urgent decisions based more on common sense than on evidence.The urgent made us forget the important, but after the experience of a year and a half, it is time to analyze with serenity what we have learned in order to apply sanitary measures wisely and avoid unwanted damage.We must not forget that we are scientists, because we are doctors. Science consists of questioning and looking for firm evidence to support complex decisions that offer the best options to our patients. Bioethics must guide us in this mission, valuing all contributions and approaches, without seeking an absolute truth, exercising prudence, reflection, responsibility and authentic deliberation.In these circumstances, as pediatricians, we must seriously ask ourselves whether the COVID-19 vaccination in adolescents and children is appropriate, objectively taking into account the data we have so far. (AU)
Subject(s)
Humans , Child , Adolescent , Health Sciences , Coronavirus Infections/prevention & control , Pneumonia, Viral/prevention & control , Pandemics/ethics , Viral Vaccines/administration & dosage , BioethicsABSTRACT
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Subject(s)
Humans , Hospice Care/ethics , Life Support Care/ethics , Withholding Treatment/ethics , Ethics CommitteesABSTRACT
Los conflictos que se plantean al negarse el menor de edad o sus representantes a recibir un tratamiento considerado necesario por el pediatra suponen un importante problema ético y conllevan fuerte impacto emocional. Para afrontar el rechazo al tratamiento es necesario explorar y comprender las razones que aducen los implicados, considerar los factores contextuales de cada caso y conocer la conducta a seguir teniendo en cuenta consideraciones bioéticas y el fundamento legal (AU)
The conflicts that arise when minors or their legal representatives refuse to receive medical treatment considered necessary by the paediatrician pose a serious ethical dilemma and also have a considerable emotional impact. In order to adequately tackle this rejection of medical treatment, there is to identify and attempt to understand the arguments of the people involved, to consider the context in each individual case and be conversant with the procedure to follow in life-threatening scenarios, taking into account bioethical considerations and the legal framework (AU)
Subject(s)
Humans , Child , Treatment Refusal/ethics , Third-Party Consent/ethics , Informed Consent By Minors/ethics , Ethics Committees/trends , Decision Making/ethics , Bioethical Issues , Brief, Resolved, Unexplained EventABSTRACT
La profesionalidad apenas se enseña formalmente. Se aprende por ósmosis a través del currículum oculto: conjunto de actitudes que cada uno de nosotros transmite de forma inconsciente a estudiantes, residentes y compañeros. Todos somos modelo o contramodelo de profesionalidad a través de una serie de valores que han constituido los pilares de nuestra profesión desde Hipócrates. Valores que parecen soportar mal el paso del tiempo. Existen factores propios del siglo XXI como la crisis económica, el excesivo tecnicismo, la burocratización o la banalización del acto médico que pueden explicar, pero nunca justificar, el declive de los valores de nuestra profesión: la empatía, la integridad, la solidaridad, el altruismo o la confidencialidad. Por eso, desde el Comité de Bioética de la Asociación Española de Pediatría planteamos la necesidad de reanimar la profesionalidad. Construir y mantener los valores de nuestra profesión formando pediatras científicamente competentes, pero también excelentes desde el punto de vista ético, es parte de nuestra responsabilidad (AU)
Professionalism is rarely taught formally. It is learned by osmosis through the hidden curriculum: a set of attitudes that each one of us transmits unconsciously to students, medical residents, and colleagues. All of us are a model or counter-model of professionalism through a series of values that have been the pillars of our profession since Hippocrates. Values that do not seem to be strong enough to pass our time. There are specific factors of the 21st century such as the financial crisis, the highly technical nature of medicine, bureaucratisation or trivialisation of the medical process that could explain, but not justify, the decline in the values of our profession: Empathy, integrity, solidarity, the altruism, or confidentiality. That is why, from the Bioethics Committee of the Spanish Paediatrics Association we establish the need to revive professionalism. Building and maintaining the values of our profession by training scientifically competent paediatricians, as well as being excellent from an ethical point of view, is part of our responsibility (AU)
Subject(s)
Humans , Principle-Based Ethics , Patient-Centered Care/trends , Education, Medical/trends , Pediatrics/education , Humanization of Assistance , Bioethics/educationABSTRACT
The conflicts that arise when minors or their legal representatives refuse to receive medical treatment considered necessary by the paediatrician pose a serious ethical dilemma and also have a considerable emotional impact. In order to adequately tackle this rejection of medical treatment, there is to identify and attempt to understand the arguments of the people involved, to consider the context in each individual case and be conversant with the procedure to follow in life-threatening scenarios, taking into account bioethical considerations and the legal framework.
Subject(s)
Bioethical Issues , Ethics Committees, Clinical , Pediatrics , Societies, Medical , Treatment Refusal/ethics , Bioethical Issues/legislation & jurisprudence , Child , Humans , Spain , Treatment Refusal/legislation & jurisprudenceABSTRACT
Professionalism is rarely taught formally. It is learned by osmosis through the hidden curriculum: a set of attitudes that each one of us transmits unconsciously to students, medical residents, and colleagues. All of us are a model or counter-model of professionalism through a series of values that have been the pillars of our profession since Hippocrates. Values that do not seem to be strong enough to pass our time. There are specific factors of the 21st century such as the financial crisis, the highly technical nature of medicine, bureaucratisation or trivialisation of the medical process that could explain, but not justify, the decline in the values of our profession: Empathy, integrity, solidarity, the altruism, or confidentiality. That is why, from the Bioethics Committee of the Spanish Paediatrics Association we establish the need to revive professionalism. Building and maintaining the values of our profession by training scientifically competent paediatricians, as well as being excellent from an ethical point of view, is part of our responsibility.
Subject(s)
Pediatrics/ethics , ProfessionalismABSTRACT
No disponible
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