MSON Bioethics - course description
Bioethics is an online course offered through the Malone School Online Network (MSON) consortium to WFS students, as well as students from other participating schools. The interdisciplinary subject of ethics examines how we make the decisions when faced with complex, often controversial, issues. Although the curriculum builds on a foundation of theoretical moral theories, no prior knowledge of philosophy is assumed. The focus on bioethics encompasses ethical questions arising in the areas of medical practice, science research and development, and health care policy, examined through a wide array of case studies, gathered from sources in literature, journalism and film.
Through a variety of collaborative and individual formats, students in the class will be able to identify characteristics of different types of ethical questions, recognize stakeholders and articulate their concerns or values, describe and apply major bioethical principles, apply the elements of strong justification and use decision making frameworks to analyze a case study.
Course Objectives
Upon completion, students will be able to…
1. identify characteristics of an ethical question and recognize an ethical question embedded in a case study
2. distinguish different types of questions (subjective, objective and those requiring reasoned judgment) and understand that
each requires a different type of answer
3. describe major bioethical principles accurately and apply these principles when evaluating a case study
4. recognize stakeholder individuals or groups and articulate their concerns or values
5. apply understanding of the elements of a strong justification, including justification for their own position
6. reason through a case study using decision-making framework
One or more of the following concepts may be added -
· Examples of historical evolution of bioethical principles
· Explicit connections to advancements/developments in science/medical research
· Distinction between ethical and logical analyses
Overview of unit topics - Syllabus in brief
1. Introduction to Bioethics (developing ethical questions, personal values reflection)
· Definition of ethics/ethical question – why do we act as we do and how do we decide what to do when faced with a complex issue; “should/would, alternate solutions, conflicts, no right answer
· Potential roadblocks – what information needed? what influences choices?
· Identifying values, especially conflicts of combination of values e.g. generosity vs. security, cooperation vs. independence,
compassion vs. utility, status vs. justice, honesty vs. friendship
2. Principles of Bioethics (with historical connections - "along the line" and use of case studies)
· Respect for persons (autonomy)
· Maximizing benefits/minimizing harm (beneficence)
· Justice/Fairness/Equality (principlism)
· Care (feminist theory)
· Duties/responsibilities (deontology)
3. Ethical considerations – practice using analysis of ethical questions and ethical principles with case studies and diagrammatic organizational scheme (discussion forum and interactives)
· Principles
· Facts
· Values
· Stakeholders
4. Strong Justification
· Pick apart a weak justification (subjective, relies on undefined feeling, unsubstantiated with facts/science, non-universal cultural
bias, illogical link to case/facts)
· Look for the positive feature of SJ (clearly stated, reference to important facts/science, consideration of multiple individuals,
reference to principles of bioethics, consideration of relative strength of alternate solutions) (apply to cases, self critique, peer
critique)
· Twist the stories – new or different outcomes?
5. Pulling it together (see above culmination activities)
· Consider more complex/nuanced cases
· Continue using diagrammatic framework for identification of ethical questions and process of ethical decision making
· Deepen analysis of stakeholders – forum activity
· Further variations on the stories
Examples of pedagogy – to apply/adapt to online setting
1. Critical friends tuning protocol…peer feedback on work in progress
2. Socratic seminar…exploring complex text
3. Silent debate…analysis of “Strong Justification”
4. "Along the line"…going beyond the dichotomy of values
5. Composing a case study…culminating project?
6. Film/trade book analysis…culminating project?
Specifics on Assessment
1. Participation – 50%
· access all parts of the website/platform (10)
· submit all assignments (10)
· post/offer responses in all forums (20)
· address all information requested in prompts/questions (5)
· respond thoroughly/respectfully to peers (5)
· complete participant log (5)
2. Assignments – 50% (samples from NWABR workshop)
· Values Conflict (5)
· Principles Skit (has been modified for online) (5)
· Focus on Principles (5)
· Dennis’ Decision (right to refuse medical care) (5)
· Stakeholders Conclusion (5)
· Silent Debate (5)
· Decision for Dennis (follow-up) (5)
· Your Justification (5)
· Ethical Decision Making (10)
Resources
1. NIH Science Education Partnership Award “Collaboration to Understand Research and Ethics” to NWABR (Northwest Association for Biomedical Research) (2013)
Sample Case Studies:
· Bioinformatics Research
· Stem Cell Research
· HIV Research
· Consumer Awareness
· Animals in Research
· Humans in Research*
2. NIH contract to Education Development Center, Department of Bioethics at NIH Clinical Center (2009)
Sample Case Studies:
· Individual vs. Community – Vaccination Rules
· Scarce Resources – Organ Transplants
· Benefits/Harms – Bioinformatics/Genetic Testing
· Research Ethics – Clinical Trials/Human Experimentation*
· Modification of Natural World – Human Responsibility toward Animals
* unit completely sourced through primary literature
3. Additionally, more of the “atypical” cases as well – numerous resources including
National Undergraduate Bioethics Conference, American Society for Bioethics and the Humanities
Through a variety of collaborative and individual formats, students in the class will be able to identify characteristics of different types of ethical questions, recognize stakeholders and articulate their concerns or values, describe and apply major bioethical principles, apply the elements of strong justification and use decision making frameworks to analyze a case study.
Course Objectives
Upon completion, students will be able to…
1. identify characteristics of an ethical question and recognize an ethical question embedded in a case study
2. distinguish different types of questions (subjective, objective and those requiring reasoned judgment) and understand that
each requires a different type of answer
3. describe major bioethical principles accurately and apply these principles when evaluating a case study
4. recognize stakeholder individuals or groups and articulate their concerns or values
5. apply understanding of the elements of a strong justification, including justification for their own position
6. reason through a case study using decision-making framework
One or more of the following concepts may be added -
· Examples of historical evolution of bioethical principles
· Explicit connections to advancements/developments in science/medical research
· Distinction between ethical and logical analyses
Overview of unit topics - Syllabus in brief
1. Introduction to Bioethics (developing ethical questions, personal values reflection)
· Definition of ethics/ethical question – why do we act as we do and how do we decide what to do when faced with a complex issue; “should/would, alternate solutions, conflicts, no right answer
· Potential roadblocks – what information needed? what influences choices?
· Identifying values, especially conflicts of combination of values e.g. generosity vs. security, cooperation vs. independence,
compassion vs. utility, status vs. justice, honesty vs. friendship
2. Principles of Bioethics (with historical connections - "along the line" and use of case studies)
· Respect for persons (autonomy)
· Maximizing benefits/minimizing harm (beneficence)
· Justice/Fairness/Equality (principlism)
· Care (feminist theory)
· Duties/responsibilities (deontology)
3. Ethical considerations – practice using analysis of ethical questions and ethical principles with case studies and diagrammatic organizational scheme (discussion forum and interactives)
· Principles
· Facts
· Values
· Stakeholders
4. Strong Justification
· Pick apart a weak justification (subjective, relies on undefined feeling, unsubstantiated with facts/science, non-universal cultural
bias, illogical link to case/facts)
· Look for the positive feature of SJ (clearly stated, reference to important facts/science, consideration of multiple individuals,
reference to principles of bioethics, consideration of relative strength of alternate solutions) (apply to cases, self critique, peer
critique)
· Twist the stories – new or different outcomes?
5. Pulling it together (see above culmination activities)
· Consider more complex/nuanced cases
· Continue using diagrammatic framework for identification of ethical questions and process of ethical decision making
· Deepen analysis of stakeholders – forum activity
· Further variations on the stories
Examples of pedagogy – to apply/adapt to online setting
1. Critical friends tuning protocol…peer feedback on work in progress
2. Socratic seminar…exploring complex text
3. Silent debate…analysis of “Strong Justification”
4. "Along the line"…going beyond the dichotomy of values
5. Composing a case study…culminating project?
6. Film/trade book analysis…culminating project?
Specifics on Assessment
1. Participation – 50%
· access all parts of the website/platform (10)
· submit all assignments (10)
· post/offer responses in all forums (20)
· address all information requested in prompts/questions (5)
· respond thoroughly/respectfully to peers (5)
· complete participant log (5)
2. Assignments – 50% (samples from NWABR workshop)
· Values Conflict (5)
· Principles Skit (has been modified for online) (5)
· Focus on Principles (5)
· Dennis’ Decision (right to refuse medical care) (5)
· Stakeholders Conclusion (5)
· Silent Debate (5)
· Decision for Dennis (follow-up) (5)
· Your Justification (5)
· Ethical Decision Making (10)
Resources
1. NIH Science Education Partnership Award “Collaboration to Understand Research and Ethics” to NWABR (Northwest Association for Biomedical Research) (2013)
Sample Case Studies:
· Bioinformatics Research
· Stem Cell Research
· HIV Research
· Consumer Awareness
· Animals in Research
· Humans in Research*
2. NIH contract to Education Development Center, Department of Bioethics at NIH Clinical Center (2009)
Sample Case Studies:
· Individual vs. Community – Vaccination Rules
· Scarce Resources – Organ Transplants
· Benefits/Harms – Bioinformatics/Genetic Testing
· Research Ethics – Clinical Trials/Human Experimentation*
· Modification of Natural World – Human Responsibility toward Animals
* unit completely sourced through primary literature
3. Additionally, more of the “atypical” cases as well – numerous resources including
National Undergraduate Bioethics Conference, American Society for Bioethics and the Humanities