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Publications

Publications

2020

Montess, Michael. (2020). "Demedicalizing the Ethics of PrEP as HIV Prevention: The Social Effects on MSM". Public Health Ethics, 13(3): 288–299.

Source

In order to demedicalize the ethics of pre-exposure prophylaxis (PrEP) as HIV prevention, I consider the social effects on men who have sex with men (MSM). The Centers for Disease Control and Prevention (CDC) considers MSM to be the highest risk group for contracting HIV in the USA. The ethics of using PrEP as HIV prevention among MSM, however, has both a medical dimension and a social dimension. While the medical dimension of the ethics of PrEP includes concerns about side effects, drug resistance and distribution, the social dimension of the ethics of PrEP includes concerns about stigmatization, sexual and romantic relationships and sexual freedom. The medical concerns of the ethics of PrEP may take precedence over the social concerns, but there is a growing body of literature that already addresses the medical concerns. Much less attention has been given to the social concerns of the ethics of PrEP, and in this article, I aim to fill this gap in the literature. Therefore, I focus on the often-overlooked social dimension of the ethics of PrEP to help understand the connection between the risks, relationships and communities of MSM using PrEP as HIV prevention.

2019

Montess, Michael. (2019). “Canada’s Carbon Tax and the TMX Controversy: A Case Study”. Ethics, Policy and Environment, 22(2), 138–141.

Source

A. Andrew D. Eaton , Soo Chan Carusone, Shelley L. Craig, Erin Telegdi, John W. McCullagh, David McClure, Walter Wilson, Leonardo Zuniga, Kevin Berney, Galo F. Ginocchio, Gordon A. Wells, Michael Montess, Adam Busch, Nick Boyce, Carol Strike, Ann Stewart. (2019). “The ART of conversation: Feasibility and acceptability of a pilot peer intervention to help complex HIV-positive people transition from hospital to community”. BMJ Open, 9(3).

Source

2018

Andrew D. Eaton, Francisco Ibáñez-Carrasco, Shelley L. Craig, Soo Chan Carusone, Michael Montess, Gordon A. Wells & Galo F. Ginocchio. (2018). “A Blended Learning Curriculum for Training Peer Researchers to Conduct Community-Based Participatory Research”. Action Learning: Research and Practice, 15(2): 139-150.

Source

Peer researchers (PRs) are research team members who share traits (e.g. gender, age, sexual orientation, diagnosis, income, housing situation, etc.) with study participants. Participatory methods and some fields (e.g. HIV/AIDS) expect PRs to be equitably involved in a project. Moreover, in Canada, there is a current impetus to include ‘the patient’ in health research. PRs often join a project without any formal research training, yet they are frequently tasked with suggesting appropriate language, recruiting participants, conducting interviews, administering surveys, analyzing data, and presenting findings.


While there is literature on PR hiring, ethical considerations of PR engagement, and PR experiences, the methods of training PRs remain underreported. A blended learning curriculum (i.e. combination of webinars, didactic in-person presentation, filmed simulation, etc.), informed by the principles of action learning and the concept of reciprocity, has shown preliminary effectiveness in training PRs across two studies. This paper will present the curriculum, alongside exploratory evaluation results (n = 7), with details on how the curriculum changed from one study to the next and how reciprocity between academic and peer researchers led to stronger collaborations.