Question

Write three to five responses to this post in your words .

RE: Sect. 1 Week 14 DQ 12: Justice and access to health care

Does society have a responsibility to provide access to health care to those who lack it?

I feel my position lies somewhere between Utilitarian and Communitarian. The purpose of medicine is to bring the greatest good for the greatest number of people. And if we highlight the community and not any one individual, it sounds more fair, "the city of Anchorage has a right to accessible health care." Morally, no one should agree with statements like "the city of Anchorage, minus the Jews, has a right to accessible health care," so I feel singling out a particular group (homeless, unemployed, drunkards, etc.) is used to highlight dissatisfaction with a particular group and distract from the fact that our current system fails even those who can afford to pay.

Taking a communitarian/utilitarian view seems to be the most beneficial. If everyone has access to preventative health care, then the overall cost on society will be lessened, see the article on super-users. Our system is set up in a way that the most expensive care is the only one available. A $200 office visit and $10 prescription for blood thinners is way more cost effective than a $10,000 ER and hospital stay for a stroke. Proactive treatment should be preferred to reactive treatment. Justice in this case can be done for both the individual needing the treatment, and to taxpayers, in the form of optimizing the money they put into the system.

Answer 1

Allow Care Package decisions are complicated. Different decisions about impact, cost effectiveness and disease burdens affect the process of making decisions. In addition, different ideas of justice produce different ideas about fair distribution of health care resources. This paper presents a model used in the medical school so that the students get acquainted with the moral dimensions of different concepts of justice and concrete selection. The model is based on a four-phase decision model developed by the Dining Commission, which was offered in 1991. To deal with 10 medical services, students working with the model need to learn about understanding and integrating four different concepts. Distributed justice that is involved in a flow chart: freedom, community, equality and interest.

Choosing the distribution of health care resources is in political context that think of cultural factors, economic interests and stability. As made of fairly fair selection, different ideas of justice and disease load play a role. In this article, we describe our experiences with a model that we prepared to prepare medical examinations about the role and influence of these two ideas. The learning process begins with preparations at home, and the small working groups are searched by these elements.

Preparing students to work in three steps, first consider a list of 10 health services: Colelear implants for colony cancer, IIF, bulmon people, kidney dialects for solid patients For ancient purposes, for acupuncture, aesthetic breast enhancement, extracorporeal membrane oxygen neonate, alzheimeric patients and diseases for rivastigmine add an extraordinary and intuitive choice of every single-person individual service, which is included or removed. Should go Next, students have received information about the disease's burden, effectiveness, cost effectiveness and overall expenses for 10 medical services. Later they need this information after the working group. Since students are in their third year, they have basic information about most of their services and can quickly find these information on their books and on the Internet. Third, they study the model model in advance to prepare themselves for working with it.