Medical Ethics

ISSN Print 2713-0894 ISSN Online 2713-0908

BIOMEDICAL JOURNAL OF ERMC EASTERN EUROPEAN

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Issue 1, 2026

Topic The ethics of Matvey Yakovlevich Mudrov

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Issue 4, 2024

Topic Implementation of neurotechnologies. Development of ethical guidelines

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Issue 1, 2025

Topic Amendments and additions to the Helsinki Declaration of the World Medical Association "Ethical principles for medical research involving human subjects"

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Issue 2, 2025

Topic Bioethical problems of quantum computing

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Issue 3, 2025

Topic Space biology, space medicine and space psychologyin the context of "human sciences"

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Issue 4, 2025

Topic Ethical aspects and prospects of space exploration and exploitation

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New articles

Illarionova IN

The article investigates the ethical and pedagogical dimensions of education, specifically using the process of teaching Latin in medical schools as a case study. This outlines the core principles of pedagogical ethics and the professional code of conduct for university teachers. The results of a survey given to first-year students at the Department of Foreign Languages of Yaroslavl State Medical University (YSMU) regarding the teacher’s role in education are analyzed. The issue of what students look for in the personality of an ideal university teacher is being discussed. The study of Latin must be used to equip students with proper terminological skills, widen their intellectual horizons, and raise their general cultural literacy. The author stresses the essential mission of a modern teacher, noting that teaching skills and moral guidance cannot be separated.

Received: 2026-06-15

Published online: 2026-06-28

DOI: 10.24075/medet.2026.015

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VIEWS 33

Suryaninova JA, Kuznetsova EB

This paper explores the ethical dimensions of technological mediation into the workflows of foreign language teachers at medical universities. By combining media education, digital didactics, and foreign language teaching, the author presents a model of technology-mediated competence that incorporates an ethical component. The study elucidates the testing principles, educational stages, and teaching techniques used to incorporate ethical concepts into foreign language reading. The text explores the risks and prospects of forming ethically responsible technological mediation in the context of the digitalization of medical education. It highlights the hurdles of adding artificial intelligence (AI) to classrooms and the need to teach critical thinking to all students and teachers.

Received: 2026-06-03

Published online: 2026-06-18

DOI: 10.24075/medet.2026.014

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VIEWS 127

Alekseeva KS, Galkina GA

Upholding ethical standards in pharmacy administration enhances a leader’s professional competency, ensuring the provision of premium medical care. Yet, organizations still struggle to agree on standard ethical practices. In pharmacy, this is worsened by leaders viewing their roles as mere paperwork, entirely divorced from ethical or socially responsible considerations. Consequently, exploring the professional ethics governing pharmacy executives is paramount for optimizing public access to pharmaceutical care. Application of general scientific methods reveals that managerial ethics is an amalgam of organizational culture, socio-psychological dynamics, and core professional practices. Pharmaceutical managers must integrate ethical principles and regulatory compliance into every facet of their professional duties. The foundational ethics of a pharmacy manager are developed progressively, beginning post-graduation and evolving through lifelong professional education.

Received: 2026-05-15

Published online: 2026-06-08

DOI: 10.24075/medet.2026.013

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VIEWS 211

Demarina SM, Usolkin AA, Balashova YD, Tikhomirova SV

This review examines the ethical and legal implications of creating pharmacogenetic passports during the preconception (prior to conception) and prenatal (intrauterine) periods. The work is based on a methodological differentiation between the stages of genetic testing.. Preconception screening aims to assess carrier status in prospective parents and ensure their reproductive freedom, while prenatal testing provides fetus-related data, raising bioethical issues regarding the protection of interests and self-determination of the future child. The technologies of non-invasive prenatal testing (NIPT), preimplantation genetic testing (PGT), and prospects for intrauterine pharmacotherapy in severe congenital abnormalities are discussed. Special attention is given to ethical conflicts such as a conflict between the right to health and the right not to know, limits of parental proxy, and risk of genetic stigmatization. Normative approaches are suggested to address the identified ethical tensions (minimum intervention, clinical benefit, and deferred choice). The analysis of the Russian legislation and international instruments (Oviedo Convention, the GINA Act, the GDPR) yields recommendations for the healthcare system and legal regulation.

Received: 2026-03-19

Published online: 2026-05-23

DOI: 10.24075/medet.2026.012

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VIEWS 313

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Popular articles

Speshilova SA, Lileeva EG, Sinitsina OA

Real-life clinical practice requires to confirm bioequivalence of medicinal products in everyday settings resulting in adequately assessed effectiveness and tolerability of drugs in diverse patient groups. When the studies are lacking, it cannot be warranted that therapeutic effects or safety profiles of the reproduced drug will be identical to those of original brand medicines, which may decrease the trust of doctors and patients in generics and, as a consequence, limit treatment affordability. Assessment of bioequivalence (or pharmacokinetic equivalence) of medicinal products (drugs) is currently considered one of the main types of biomedical quality control of reproduced (generic) medicines. The Russian pharmaceutical market is heavily dominated by generic drugs, which significantly outnumber original products. Thus, bioequivalence studies are of a huge economic and clinical value.

Received: 2025-12-11

Published online: 2026-02-26

DOI: 10.24075/medet.2026.003

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VIEWS 552

Kalabekova SV, Fidarova KK, Sokolova OV, Smirnova AV

This article provides an ethical review of inclusive education based on the four pillars of bioethics such as autonomy, beneficence, non-maleficence, and justice. The authors are convinced that the inclusive educational paradigm is not just a pedagogical technology, but a moral imperative that directly results from modern bioethical approaches and a social model of understanding disability. Moral and ethical challenges at the intersection of medical diagnosis and pedagogical process are carefully analyzed. The new and collaborative role of medicine in inclusive practice is substantiated. The article considers the paradigm shift from the medical to the socio-ethical model of disability, analyzes the main ethical dilemmas of inclusion (resource dilemma, reasonable accommodation, professional boundaries) and substantiates the role of the medical community as a defender of rights and a partner in building an inclusive environment. It is concluded that principles of bioethics provide a reliable conceptual foundation for overcoming practical and ideological barriers to inclusive education for students with special educational needs (SEN).

Received: 2026-01-25

Published online: 2026-02-19

DOI: 10.24075/medet.2026.002

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VIEWS 431