Iranian Journal of

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Background: In recent decades, traditional medical ethics which is confined to certain commands and prohibitions, is substituted by modern medical ethics which deals with problems such as euthanasia, abortion, organ transplantation, etc. and tries to find proper ethical solutions. These solutions wittingly or unwittingly are rooted in certain philosophical foundations.
Methods: The philosophy of medical ethics constitutes the basic part of medical ethics which tries to clarify the right and wrong in practice in various subjects of medicine and health care. Philosophy of ethics, on the one hand, makes an analysis of the principals of ethical theories and on the other hand, it offers some criterions for ethical actions as to what is good or bad.
Results: Four principles have been proposed in the West as clues to make decision about medical ethics which are as follows: autonomy, beneficence, nonmaleficence, and justice. However, some questions or interpretations may arise concerning these principles in various cultures and schools of thought. Evidently there is a different between the philosophical foundations of the Western thought with that of Islamic one concerning ethical decision-making in medicine.
Conclusion: Thus it is necessary to explain the philosophical position of medical ethics in Islam which can be realized only through the exchange of views between philosophers and physicians. The authors of this article try to explain the effect of different outlooks in philosophy on ethical decision-makings of physicians with special reference to the necessity of formulating the comprehensive principals of Islam in this field.

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Biomedical ethics is a branch of professional or practical ethics that examine the moral aspects of profession of medicine. Every professional ethics due its issues and problems determine an especial theory and principles. In this article after referring to the three branches of ethics and describing important schools of ethical theory we have explained the six main approaches to biomedical ethics: Utilitarianism, deontology, virtue ethics, principlism, care-based ethics and case-based ethics.

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Research, as systematic way to discover, interpret, explain, predict, modify, and control events, entails the knowledge-based performance of individuals, organizations and systems. Today, knowledge is a tool for development, entrepreneurship, and improving economic value added rather than be a product of development. Also, Health systems, with their increasing complexity and scope, are causes and especially effects of an increasing rate of production, translation and implementation of health-related knowledge. This knowledge, with complexity, vast range, and variety, is produced by variety of research projects which mainly resulted from different problems addressed and presumed epistemic positions by them.

Authors believe that a comprehensive outlook on the variety of research projects in the health system could help to change the stereotypical view on research in the health system. To the best of our knowledge, this paper is a novel, narrative review gathering and presenting various existing classifications of research projects in the light of an inductive distinction. It aims to help specialists in the different levels of health system to profoundly understand and meticulously apply research results and to help researchers and research bodies to more accurately define, manage, prioritize, and allocate resources for future research projects to solve upcoming problems.

Different aspects used in this paper to classify health research projects are the followings: The purpose of research, the research paradigms, tacit or explicit knowledge, primary or secondary knowledge, relation with known disciplines, functions of the health system, the partnerships of non-academic persons, decision-making level, taxonomy of questions, and levels of evidence.

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Background: Type 1 diabetes is a chronic disease that children and adolescents do not have the ability to care for themselves, despite having enough information about their self-care (nutrition, insulin, exercise, etc.). Self-care, such as any behavior, can be influenced by the way of thinking, and the philosophy teaching method can be a suitable educational tool for changing thinking. The purpose of this study was to determine the effectiveness of teaching cognitive errors by philosophy for children on increasing the Well-being and reducing the cognitive errors and the level of glucose in children and adolescents with type 1 diabetes.
Methods: The research method was quasi-experiment with pre-test post-test control group (waiting list) design. The sample included 22 children and adolescents of the Iranian Diabetes Association who responded to the cognitive errors scale of children and adolescents Quinn et al., Well-being Questionnaire (WHO-5) and blood glucose (A1C). To test the hypotheses, MANCOVA was used.
Results: The result of MANCOVA was significant. Subsequently, there were significant differences between cognitive errors (F (17,1) =9/01, P=0/008) and Well-being (F (17,1) =7/4, P=0/01) between two groups, but the level of blood glucose (F= (17,1) =0/01, P=0/8) was not significant.
Conclusion: Learning cognitive errors in the philosophy for children and adolescents leads to the growth of reasoning, the rational thinking of children and adolescents, and helps them to take care of themselves in conditions of failure, stress and anxiety, and improves their emotional well-being. However, it seems that it takes longer to effect on blood glucose.