1 / 29

Teaching Bioethics for Undergraduates: Is It Necessary?

Teaching Bioethics for Undergraduates: Is It Necessary?. Nahed Moustafa- MD Prof.& Head of Forensic Medicine& Clinical Toxicology Unit, FOM-SCU, Egypt Certified Trainer of Research Ethics- USA. Objectives:. Bioethics for undergraduates: Why? How? When?. Definition:. “Bio”: means life

winona
Télécharger la présentation

Teaching Bioethics for Undergraduates: Is It Necessary?

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Teaching Bioethics for Undergraduates: Is It Necessary? Nahed Moustafa- MD Prof.& Head of Forensic Medicine& Clinical Toxicology Unit, FOM-SCU, Egypt Certified Trainer of Research Ethics- USA

  2. Objectives: Bioethics for undergraduates: Why? How? When? Dr. Nahed Moustafa FOM-SCU

  3. Definition: “Bio”: means life “Ethics”: means the development of principles, rules that give standards of good and bad, right and wrong. “Bio-shock”: might just be the word to describe the advances being made by science and technology Dr. Nahed Moustafa FOM-SCU

  4. Why Bioethics? 1-Identify the major structural components of the country health care system 2- Identify ethical responsibilities of the physicians that serve the community 3- Identify several ethical principles& regulations that are relevant to practice of medicine Dr. Nahed Moustafa FOM-SCU

  5. Why Bioethics? (cont.) 4- Develop strategies for resolving conflicting responsibilities( margin& mission) 5- Need of information about both the science & the ethics Dr. Nahed Moustafa FOM-SCU

  6. Why Bioethics? (cont.) As a part of a liberal education, an undergraduate course in bioethics should aim to prepare students for life as an engaged citizen in a free society by developing skills in critical thinking and encouraging engagement in the deliberation of issues in the area of medicine and biotechnology Dr. Nahed Moustafa FOM-SCU

  7. Why Bioethics? (cont.) Fortunately, continuing development in medicine & biotechnology offer an abundance of ethical issues to debate So Teaching bioethics in the undergraduate setting is about paying attention to these debates and having a stake in their outcome Dr. Nahed Moustafa FOM-SCU

  8. Basic Issues of Bioethics 1- Physician patient relationship 2- Confidentiality 3- Informed consent 4- Certificates 5- Medical responsibility Dr. Nahed Moustafa FOM-SCU

  9. Controversial Issues of Bioethics 1- Death & end of life 2- Euthanasia 3- Assisted reproduction & surrogacy 4- Abortion 5- Stem cell research 6- Human cloning (therapeutic &reproductive) Dr. Nahed Moustafa FOM-SCU

  10. Controversial Issues of Bioethics 7- Organ transplantation 8- Genetic information & bio-banks 9- Animal experimentation 10- Research ethics Dr. Nahed Moustafa FOM-SCU

  11. Teaching Bioethics: When? * Early or late? * Separated or integrated? * The traditional method: first the theory, then the case * The case based approach: first the case, then the theory Dr. Nahed Moustafa FOM-SCU

  12. Teaching Bioethics: How? There are numerous methods that can be used to study bioethics. Here are somesuggestions: 1- Case studies. 2- Debate. 3- Student led seminars. 4- Journal article writing. Dr. Nahed Moustafa FOM-SCU

  13. Teaching Bioethics: How? (cont.) 1- Case studies: resources such as: newspapers, law journals & can be fictional cases designed by the teacher. Student may work in small groups. Dr. Nahed Moustafa FOM-SCU

  14. Teaching Bioethics: How? (cont.) Choice of the case: * of current interest * authentic but anonymous * suitable for the age group * ethically provocative Dr. Nahed Moustafa FOM-SCU

  15. Case Study: The 41-year- old woman’s brain was heavily damaged following momentary heart failure in 1990,leaving her in a persistent vegetative state for 15 years able to breathe on her own but reliant on an artificial feeding tube. Her husband (legal guardian) decided to remove his wife’s feeding tube but her parents refused. Dr. Nahed Moustafa FOM-SCU

  16. Teaching Bioethics: How? (cont.) 2- Debate: Choose a statement to be debated and assign students aside to argue e.g. ”Resolved genetic screening for the purpose of sex selection should not be permitted” Dr. Nahed Moustafa FOM-SCU

  17. Teaching Bioethics: How? (cont.) Cloning:” Is there a significant difference between cloning sheep for pharmaceutical production &cloning humans?” Fetal tissue transplantation:” Does a fetus have rights? If so, what are they & who is responsible for representing the interests of the fetus?” Dr. Nahed Moustafa FOM-SCU

  18. Teaching Bioethics: How? (cont.) Euthanasia:” What is the right to die? How does withdrawing or withholding treatment differ from physician assisted suicide?” AIDS:” Should developing countries be able to benefit from AIDS research when their citizens serve as research subjects?” Dr. Nahed Moustafa FOM-SCU

  19. Teaching Bioethics: How? (cont.) 3- Student-led seminars: Small groups of student research a particular topic then lead a one or two day class discussion. May need one day teaching about the technology involved. Then exploring the ethical questions Dr. Nahed Moustafa FOM-SCU

  20. Teaching Bioethics: How? (cont.) 4- Journal article writing: Have students write their thoughts down rather than voicing them in class Dr. Nahed Moustafa FOM-SCU

  21. Teaching Bioethics: How? (cont.)Outlines of the process Regardless of the methodology chosen, certain steps are common to bioethical discussion: 1- Articulate the dilemma: “phrased as statement or question”, should summarize the problem clearly. Dr. Nahed Moustafa FOM-SCU

  22. Teaching Bioethics: How? (cont.)Outlines of the process 2- Identify the stakeholders in the decision: Who has a vested interest in the outcome? Encourage students to think of as many stakeholders as possible. Dr. Nahed Moustafa FOM-SCU

  23. Teaching Bioethics: How? (cont.)Outlines of the process 3- Present possible solutions: Again, there is always more than one solution to an ethical dilemma. Students should be encouraged to describe as many possible outcomes as they can. Dr. Nahed Moustafa FOM-SCU

  24. Teaching Bioethics: How? (cont.)Outlines of the process 4- Rank the possible solutions from the best to worst. Choose the one which seems to make most sense to you as an individual Dr. Nahed Moustafa FOM-SCU

  25. Teaching Bioethics: How? (cont.)Outlines of the process 5- Explain ( WHY) your choice seems like the best to you. WHY OR WHY NOT? Dr. Nahed Moustafa FOM-SCU

  26. Conclusion 1- It is very important to relate teaching bioethics to real life by basing it on cases the students can recognize from their experience or which they might encounter later on in their professional life. Dr. Nahed Moustafa FOM-SCU

  27. Conclusion (cont.) 2- Great emphasis have to be put on the importance of group work and practical exercises rather than just lectures. This would be applied both when teaching bioethics & when teaching how to teach bioethics. Dr. Nahed Moustafa FOM-SCU

  28. Conclusion (cont.) 3- The future teachers of bioethics should put themselves in the position of the students and see how the exercises worked in practice Dr. Nahed Moustafa FOM-SCU

  29. THANK YOU Dr. Nahed Moustafa FOM-SCU

More Related