I. Course Title: Advanced Healthcare Ethics
II. Course Number: PHIL 430
III. Credit Hours: 3 credits
IV. Prerequisites: Junior or Senior Standing; or permission of the instructor
V. Course Description:
This course introduces students to ethical theory and methods of moral reasoning as tools for analyzing bioethical problems of the twenty-first century that arise from emerging medical technology and changes to law and health policy. The bioethical issues will vary to reflect current events and debates. Examples may include the impact of changes to the Patient Protection and Affordable Care Act on rural health and human service delivery, the efficacy and safety of telemedicine and telecounseling, and the ethical implications of new advances in genetic medicine.
Note(s): Humanistic or Artistic Expression designated course.
VI. Detailed Description of Content of the Course:
This course will begin with an overview of ethical theory used to examine bioethical issues as well as methods of moral reasoning used to resolve bioethical issues in professional health and human service settings. Models of moral reasoning may include Tom Beauchamp and James Childress’ principles of biomedical ethics, Frederick Reamer’s six steps for ethical problem-solving, and/or Michael Gillette’s casuistic model for hospital consults. These models will be applied to bioethical issues that emerge from the advance of medical technology, amendments to existing law, and change to health policy at the federal and state level.
Various bioethical issues will be discussed. These issues will vary to reflect current events and debates about emerging technology and changes to law and policy. Examples include the impact of changes to the Patient Protection and Affordable Care Act on rural health and human service delivery, the efficacy and safety of telemedicine and telecounseling, and the ethical implication of new advances in genetic medicine. By thinking about such issues raised by these different bioethical problems in a systematic way, students will gain not only a basic understanding of bioethical decision-making, but also specific techniques for properly providing or directing health care ethics consultations that move people past conflicts and onto successful treatment and care.
VII. Detailed Description of Conduct of Course:
This course will be taught in fall semester each academic year. Among the learning activities students can expect, but are not limited to, the following:
VIII. Goals and Objectives of the Course:
General Learning Objectives: The curriculum is grounded in the educational core competencies of the American Society for Bioethics and Humanities (ASBH). The Emerging Trends in Bioethics course is designed to instill primary skills associated with Health Care Ethics Consultations (HCEC), namely assessment skills, or the ability to identify and analyze the nature of the value of uncertainty or conflict, and the ability to access relevant ethics knowledge, i.e., literature, policy, guidelines, and standards. A subsidiary and contributory skill is also targeted by the course, namely interpersonal skill, the ability to listen well, educate the involved parties regarding the ethical dimensions of the consultation, and enable involved parties to communicate effectively.
Specific Learning Objectives: By taking this course, students will be able to:
IX. Assessment Measures:
Student progress in achieving the course-specific objectives and the educational goals established for this course will be measured in a variety of ways. Because several instructors teach this course, the specific assessment instruments employed may vary, but in every case the instructor will typically employ a number of the following methods to evaluate aspects of student learning. However, they are not limited to these assessments.
Other Course Information
None
Review and Approval
August 2020
March 01, 2021