ࡱ> {}z@ 0bjbjצצ 1nDDDDFH L  ....\. ND////(/000BBBB7BHN$PR2SXAN2003*4DANDD//VN070707n4DR//B072B0707r>"?// `.4p?@4lN0N~?VS5S? DDDDS2?0v 1T07a1D1;000ANAN L$p*$7 Lp* Ethics and Health Care PHIL 184 Spring, 2006  Instructor: Office: Office Phone: E-Mail: Office Hours: SUMMARY  Short Description: This course studies philosophical ethics as practiced in the health care setting. Outcome Statement: Students will be able to demonstrate understanding of traditional moral theories in a health care framework, as well as the varieties of ethical challenges facing contemporary health care. THIS COURSE AND THE UNIVERSITY CORE CURRICULUM  Knowledge Area(s) satisfied:Philosophical Knowledge, EthicsSkill(s) Developed:Critical Thinking Skills and Dispositions, Ethical Awareness and Decision-MakingValues Requirement(s) satisfied:Understanding and Promoting Justice CORE LEARNING OBJECTIVES  Knowledge Areas (Philosophical Knowledge, Ethics): Students will learn to: 1. Describe, identify examples of, and employ in moral/ethical reflection several significant philosophical approaches to moral/ethical reflection(case-to-case; value-maximizing; rules; rights; and virtues). This entails understanding both the philosophical context of these ethical theories as well as their practical application. 2. Demonstrate awareness, explain, and give examples of the role of professional standards in the practice of health professionals. 3. Use the various philosophical approaches to moral/ethical reflection as means to address conflicts among professional standards and to evaluate accepted professional standards of conduct themselves. 4. Explain and evaluate alternative conceptions of distributive justice and basic rights as these apply to health care resources, especially to circumstances of scarcity and to "managed care" as a way of socially addressing scarcity of health care resources. 5. Use the studied ethical approaches and the other conceptual tools mentioned, describe what is morally/ethically at stake in typical health care ethics cases and formulate and support with clear and careful reasoning a judgment of what ought to be done in typical health care ethics case 6. Articulate alternative views, besides their own, on what ought to be done in these cases, and examine and evaluate the reasons pro and con for these alternative views. Skills (Critical Thinking Skills and Dispositions): Students learn, through reading, discussing, deliberating, and writing, how to : 1. Articulate, organize and philosophically support ethical arguments. 2. Analyze the relationships between philosophical concepts, ethical questions, ethical deliberation processes, and choice-making. 3. Students learn and practice the skill of evaluating the relative strengths and weaknesses of their own moral judgments as well as the judgments and choices of others. In class, as well as in course exercises, students will be called upon to voice ethical opinions about a variety of issues. Students will be challenged, as a learning community, to "justify" their judgments by appeal to evidence, thoughtful sensitivity, and reasons (reasons of rights, reasons of consequences, reasons of virtue, etc.) Skills (Ethical Awareness and Decision-Making): In addition to the three skill outcomes listed above, students will learn to 4. Be more aware of/sensitive to ethical challenges in health care. This involves both becoming sensitized to the ethical dimensions of some issues that the student may already be aware of, but also becoming aware of ethical contexts and challenges in settings that the student had not previously thought of as "ethical." For example, Is there a moral right to health care? Does health care treat women morally differently than it regards/treats men? Is there an ethical difference between therapy and medical "enhancement"? can one even clearly draw that line? 5. Use philosophical-ethical tools to identify and analyze ethical problems in health care that have not been directly discussed in the class. In other words, they will learn to extrapolate their skills from examples used and apply them to novel settings. 6. Be more self-aware in terms of their own ethical convictions, beliefs, and even doubts and uncertainties. Values Area (Understanding and Promoting Justice): Students will learn to confront questions of justice in at least two different senses: 1. Distributive Justice: The course asks what would be a morally just method for distributing scarce health care resources in a society. 2. Social Justice: The course also explores the social justice question in terms of individual freedom of choice versus the sentiments of others that some choices are deeply immoral. PROCEDURES  Full Course Description:  This course studies philosophical ethics as practiced in the health care setting. As such, the course develops both philosophical knowledge and, specifically, ethical awareness, ethical knowledge and skills. The course includes an introduction to several traditional moral theories, and using health care setting examples, works to develop student facility in those theoretical frameworks. Then the course progresses through a variety of ethical challenges faced contemporary health care. Those topics may include such as: euthanasia, modern fertility interventions, treatment of impaired newborns, mental illness, use of animals in research, professional ethical codes, scarce resources, genetic engineering, feminists issues, inter-cultural issues, and economics. Required and Recommended Readings:  Course Requirements:  Grading Policy:  Attendance Policy:  Statement on Plagiarism:  Plagiarism on the part of a student in academic work or dishonest examination behavior will result minimally in the instructor assigning the grade of "F" for the assignment or examination. In addition, all instances of academic dishonesty must be reported to the chairperson of the department involved. The chairperson may constitute a hearing board to consider the imposition of sanctions in addition to those imposed by the instructor, including a recommendation of expulsion, depending upon the seriousness of the misconduct. Special Needs: Any student needing a special accommodation in this course due to a documented disability is asked to bring this to the attention of the instructor at the beginning of the semester so that needs can be appropriately addressed. Course Schedule:  Date Topic Readings Due Dates This template is ONLY for this course. Dont use it for any other course since the first part (about the Core Curriculum requirements) is different for each core course and of course doesnt apply to non-core courses at all.  The following Short Description and Outcome Statement are taken from the Core Curriculum guidelines and should not be changed. For details go to  HYPERLINK "http://www.luc.edu/core/philosophicalcourses.shtml" http://www.luc.edu/core/philosophicalcourses.shtml and scroll down.  The following box is taken from the Core Curriculum guidelines and should not be changed.  The following objectives unpack the Outcome Statement given at the beginning of this page. You do not need to list all of these objectives nor do you need to use this exact wording. But you must select some of these objectives and explain them in a way that is consistent with the text shown here, which is taken from the Core Curriculum guidelines. As with the Knowledge Area objectives (previous section) you may revise the wording of this and the following sections. However, you must select at least some of the categories shown here.  See previous comment.  See previous comment.  From this point on the syllabus corresponds to what the Core Curriculum guidelines call Learning Activities. The subheadings and other layout features are optional, but you should cover in one way or another the points shown here, not only because your students have a right to this information but also because doing so will make your own life much easier.  This description is taken from the Core Curriculum Model Syllabus for this course. You should replace it with your own text, making sure that it's consistent with the general ideas shown here.  You need not give full bibliographical information about books that are available in the bookstore unless you expect students to order some books online. Indicate if you plan to use a Blackboard web site. Here you should specify things like term papers, midterms, or oral presentations. Be sure that these and other course requirements are linked clearly in your own mind to the outcome statement and learning objectives you have specified in the first part of this syllabus. This will make grading much easier for you.  Your tests and other evaluative procedures must include assessment of the objectives you have specified above for the core headings of Knowledge Area, Skills, and (where applicable) Values. The more precise you can be on this matter the better, especially when you are explaining to students why they received a certain grade. You should also indicate here or elsewhere how the final grade is determined (final exam is 60%, etc.) Note that you are subject to legitimate complaints if you change your grading system after the course begins.  Many teachers require attendance. If you do so, be sure to link attendance very explicitly to a Participation component that counts toward the final grade.  This sample statement is taken from the university web site on Academic Integrity (http://www.luc.edu/academics/catalog/undergrad/reg_academicintegrity.shtml), which also has other important information you might want to incorporate into your syllabus. Citing this statement is only one of many ways to anticipate plagiarism problems, but be sure to declare some policy so that students caught cheating cannot say they weren't warned.  You are required by law (and human decency) to accommodate individuals whose disabilities are documented in the Learning Assistance Center. Many universities require every syllabus to contain a statement such as the one shown here. You may want to refer disabled students to  HYPERLINK "http://www.luc.edu/depts/lac/disabilities" http://www.luc.edu/depts/lac/disabilities  Many teachers circulate their course calendars separately from the syllabus. 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