Dominican University of California: Course Syllabus

School: Arts & Humanities
Location: San Rafael
Department: Humanities
Discipline: Philosophy
Course Number: PHIL 1109/3109 ETHICS
Title: Ethics in Health Care
Semester and Units: Fall 2006, 3 units
Blackboard: Course requirements include online activities using http://duc.blackboard.com.
Instructor Name: Dr. Robert Traer
Contact Information: bob@rtraer.com, 510-527-2302, 24 hour response
Office: Angelico #106, hours posted online in Blackboard

I. Course Description and Approach

2004-2006 Catalog: "An introduction to ethical theory in Western philosophy followed by an investigation of a range of contemporary ethical problems drawn from the field of health care, e.g., scarce resource allotment, genetic intervention, research, dilemmas in nursing, medical paternalism, AIDS issues, reproductive control, abortion, and euthanasia."

Ethical Approach: Our context for doing ethics is the pluralism of our world. The instructor’s approach involves considering duty, character, relationships, and human rights in order to construct ethical presumptions, before weighing the possible consequences of acting on these presumptions. The text for the course offers several philosophical theories that provide alternative ways of addressing ethical issues

Teaching Methods: Students will be asked to raise questions about the assigned readings. The instructor will lead the class in discussing student questions and the study questions for the course. Students will discuss ethical questions in small groups both in class and online, as threaded discussions. Students will also discuss ethical issues individually with the instructor.

Blackboard: This course requires access and use of a computer, Adobe Acrobat Reader software (may be downloaded online for free), an email address, and basic skills in accessing information online, emailing, and participating in a threaded discussion.

II. Student Learning Outcomes and Assessment

• An ability to identify, demonstrate sensitivity to, and clarify her or his thoughts on contemporary ethical issues, both public and personal.
• A comprehension of at least two major ethical theories.
• An ability to evaluate critically ethical theories and arguments.
• An ability to construct ethical presumptions by considering our moral duty, character aspirations, how we might strengthen our relationships, and human rights.

These learning outcomes will be assessed by: an essay on approaching ethical issues, two exams using study questions on the assigned reading, and participation in two study groups (meeting in class and also working online). The essay and the midterm exam will be graded and returned within a week of the date received, unless an essay is turned in on the last day of class. The final exam will not be returned. Evaluation of a student’s participation in a study group will be communicated by email within a week from the date that the group completes its assignment.

III. Academic Honesty

"Dominican University of California is an academic community. All of our community members are expected to abide by ethical standards both in their conduct and in their exercise of responsibilities toward other members of the community. Students, faculty members, administrators, and staff are expected to adopt standards of behavior that place a high value on respecting the ideas of others. All intellectual accomplishments – examinations, papers, lectures, experiments, and other projects – should adhere to the highest standards of academic integrity and ethics."

"The faculty, administration, and staff recognize their obligation to provide continuing guidance as to what constitutes academic honesty and to promote procedures and circumstances that will reinforce the principle of academic honor. Fundamental to the principle of independent learning is the requirement of honesty and integrity in the performance of academic assignments, both in the classroom and outside. Students should avoid dishonesty in all of its forms, including plagiarism, cheating, and other forms of academic misconduct."

"The University reserves the right to determine in any given instance what action constitutes a violation of academic honesty and integrity."

IV. Role of Students as Individuals and as Members of Teams or Groups

• Questions in Class: Students will be expected to raise a question on the assigned reading in four classes, and a sign up sheet allowing students to indicate the days they plan to raise questions will be available in each class session. The instructor will use the sign up sheet to invite students to raise their questions for class discussion. Students will receive 3 points for each interpretive question or clarifying question, and 2 points for each factual and evaluative question asked in class. (A description of these kinds of questions is provided in Attachment A in the Blackboard version of this course.) A student who misses class on the day she or he has signed up to ask a question may sign up to raise a question another day in class.
• Study Questions: Students will receive all the study questions for the course before examinations, which will use some of these questions. Examinations will be closed book and will require short essay answers. The instructor will cover some of these questions in class, and students may ask the instructor in class to discuss any of the course study questions.
• Blackboard: Students will post answers to study questions in Blackboard. Students taking the course for upper division credit are expected to post at least 14 times during the term, and students for lower division credit at least 7 times (each worth 2 points) during the term.
• Ethical Approach Essay: Each student is expected to explain her or his approach to ethical reasoning, and in this essay to apply that approach to an ethical issue in health care. Each essay should be between 500 –750 words in length, typed and double-spaced, and may be submitted either by email (in the text of the email) or on paper. This is not a research paper, but a critical self-reflection reflection that should reveal the student’s awareness of different ethical arguments as well as her or his way of thinking. The essay is worth 14 points. Errors in spelling, punctuation and grammar will mean a lower grade.

V. Diversity

Ethics taught at Dominican University should reflect the diversity of our contemporary culture and of the students and faculty of the University. This course will attempt to do so in three ways. First, the instructor will encourage students to raise questions in class that concern diverse points of view. Second, in small group discussions the racial and ethnic diversity of the students will help to enrich the discussion. Third, the text contains diverse points of view.

VI. Assessment Potential Points

Three class questions on reading, each may be worth 3 points      9 points

Blackboard participation                                                          14 points

Ethical approach essay                                                            11 points

Mid-term exam                                                                      30 points

Final exam                                                                             36 points

                                                                                            100 points

Class questions: Full credit will be earned for each interpretative question or question seeking clarification, if raised orally in class and submitted that same day in written form to the instructor. 2 points will be earned for questions only raised orally in class, and not submitted in writing the same day, and for factual questions and evaluative questions. In every case points will be given only for three questions raised in class, however students are encouraged to raise questions in class in addition to the three questions that are required.

Essay: A paper with more than three "presentation" errors (spelling, punctuation, grammar, not double-spaced) will be marked down 1 point. Also, not considering more than one ethical argument will result in losing 1 point. Other reasons for losing points include:

• Making statements that are incorrect or contradictory.
• Relying on assumptions that are unwarranted or not helpful for the ethical argument.
• Asserting conclusions (of the student or an ethicist) as though these are ethical arguments.
• Giving examples that do not support the point the student is trying to make.
• Generalizing beyond what the evidence presented will support.
• Claiming to know more than is known or can be known.
• Using an analogy that is not apt or persuasive.
• Claiming a conclusion is logical or the result of deductive reasoning, when it is not.

These reasons are illustrated in Attachment B, which is in the Course Documents section of the Blackboard version of the course.

Exam Questions: Reasons for losing points on an exam question include the list above as well as:

• Not clearly answering the question asked.
• Answering a question that has not been asked (as though it has been asked).

Each exam will give students a selection of study questions and some choice. For instance, if each section of the exam has two questions, students would be asked to answer one question per section. Each question will be worth between 2-4 points, as specified on the exam. Students are expected to make two statements in answering a questions worth 2 points, three statements in answering a question worth 3 points, and four statements in answering a question worth 4 points. A student who misses an exam may be able to make it up, but must contact the instructor within 24 hours of the exam, explain the reason for missing the exam, and be willing to cooperate with the instructor’s suggestion for making it up, either in writing or orally.

Grading: A = 90-100 points C = 70-79 points F = Less than 60 points

B = 80-89 points D = 60-69 points

To receive GE credit for this class, a student must receive a grade of C or better.

VII. Course Materials

• Ronald Munson, Intervention and Reflection: Basic Issues in Medical Ethics (7th edition, Wadsworth, 2004, ISBN 0-534-56507-7)
• Other materials posted at http://religionhumanrights.net/Ethics/doing.ethics.htm and as htm and pdf files in the Blackboard version of this course.

VIII. Classroom Guidelines

• "If you are a registered student whose name has appeared on the class roster and you miss the initial class meeting and do not contact the instructor about your intent to attend by the second class meeting, the instructor may, in consultation with the department chairperson, permit another student to take your seat."
• Students who attend class regularly in general do better on the exams, as the study questions are discussed in class. But students are responsible for their own class attendance.
• Cell phones and pagers should be turned off before entering the classroom.
• Food should not be eaten during the class, but may be brought to class and eaten at the break.
• In this class those who differ with views expressed by someone else should do so with respect for the other person, and should be willing to give reasons for differing. In studying ethics it is not acceptable to say to someone else, "You are wrong." The proper response is, "I disagree with you (or with your position on some issue) for these reasons..."

IX. Disclaimer

This syllabus is subject to change. If changes occur, an amended syllabus will be provided.

X. Course Schedule

Week Topic Primary Reading

8/25 Doing Ethics Syllabus

9/1 Ethical Theories Munson, Part V

9/8 Research Ethics and Informed Consent Ch. 1

9/15 Autonomy, Truth Telling, and Confidentiality Ch. 2

9/22 HIV/AIDS Ch. 3

9/29 Race, Gender, and Medicine Ch. 4

Ethical Approach Written Assignment Due

10/6 Genetic Control Ch. 5

10/13 Mid-term Exam on Chapters 1-5

10/27 Scarce Medical Resources Ch. 7

11/3 Paying for Health Care Ch. 8

11/10 Abortion Ch. 9

11/17 Impaired Infants and Medical Futility Ch. 10

12/1 Euthanasia and Physician-Assisted Suicide Ch. 11