HEALTH 7000 - Ethical Challenges in Modern Health Care

North Terrace Campus - Semester 2 - 2021

This course provides students with ethical and philosophical tools to evaluate contemporary and emerging ethical challenges in modern health care and preventative health. These modern challenges occur both at the interpersonal level (e.g. practitioner-patient relations) and at broader levels (e.g. communities and populations). Modern health care and delivery is beginning to recognise the importance of more integrated or systems-based approaches to health. This more integrated approach to health was urged by the 2010 Lancet Commission report, Health professionals for a new century. That report also highlighted new infectious, environmental, and behavioural causes of poor health and the need for greater contextual understanding rather than a narrow technical health focus. This course reflects some of this emphasis. Because it addresses and compares health care at both the interpersonal and the population levels, it will be relevant to students interested in public and practitioner-patient health care, in synergies between those approaches, and in interprofessional teamwork that can overcome disciplinary silos. Examples of current challenges that may be covered in the course include the ethics of: preventative healthcare and health promotion; health nudging; domestic and international health advocacy; Ethical issues at the beginning and end of life, resource allocation; global justice and vulnerability. To allow students to address these current and emerging issues, the course introduces them to relevant core ethical theories/approaches such as consequentialism, deontology, virtue ethics, the four principles approach; and to ethical concepts/principles such as beneficence, non-maleficence, respect for autonomy, justice, proportionality, necessity, patient-centred care, human dignity, and rights. The course teaches and encourages critical ethical thinking about cutting-edge health issues using hot-topic questions in health to enable students to ethically evaluate and develop strategies for addressing current and emerging health challenges at various levels of health care and prevention.

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Course Details

Course Code	HEALTH 7000
Course	Ethical Challenges in Modern Health Care
Coordinating Unit	Health and Medical Sciences Faculty Office
Term	Semester 2
Level	Postgraduate Coursework
Location/s	North Terrace Campus
Units	3
Contact	Up to 3 hours per week
Available for Study Abroad and Exchange
Assessment	Seminar question summary & facilitation, tutorial participation, Essay Plan, Essay

Course Staff

Course Coordinator: Dr David Hunter

Course Timetable

The full timetable of all activities for this course can be accessed from .

Course Learning Outcomes

1	Describe a range of current and emerging health ethics challenges affecting both individual patients and populations
2	Explain key ethical and philosophical theories and concepts in health ethics
3	Apply ethical theories and principles to health-related case studies, including analysing ethical tensions between individual and population health
4	Justify strategies for addressing current ethical challenges
5	Communicate ethical analysis of current health issues

最新糖心Vlog Graduate Attributes

This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

最新糖心Vlog Graduate Attribute	Course Learning Outcome(s)
Deep discipline knowledge informed and infused by cutting edge research, scaffolded throughout their program of studies acquired from personal interaction with research active educators, from year 1 accredited or validated against national or international standards (for relevant programs)	1 - 4
Critical thinking and problem solving steeped in research methods and rigor based on empirical evidence and the scientific approach to knowledge development demonstrated through appropriate and relevant assessment	3 - 4
Teamwork and communication skills developed from, with, and via the SGDE honed through assessment and practice throughout the program of studies encouraged and valued in all aspects of learning	5
Career and leadership readiness technology savvy professional and, where relevant, fully accredited forward thinking and well informed tested and validated by work based experiences	N/A
Intercultural and ethical competency adept at operating in other cultures comfortable with different nationalities and social contexts able to determine and contribute to desirable social outcomes demonstrated by study abroad or with an understanding of indigenous knowledges	1 - 5
Self-awareness and emotional intelligence a capacity for self-reflection and a willingness to engage in self-appraisal open to objective and constructive feedback from supervisors and peers able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate	4 - 5

Learning Resources
Required Resources

The two set texts for the course are:
Holland S. (2014). Public Health Ethics (2nd Edition) Cambridge: Polity Press.
Kerridge, I., Lowe, M., & Stewart, C. (2009). Ethics and law for the health professions. Sydney: Federation Press.

A course reader and web-links will be made available through MyUni. There will also be online weekly lectures and materials which the students are expected to engage with.

Recommended Resources

Additional reading, along with lecture notes and other teaching aids, will be made available to students electronically through MyUni.

Online Learning
Various course materials will be presented in MyUni. This will comprise the following:
- Instructions/rubrics for assessments
- Announcements
- Discussion board
- Lecture PowerPoints/other materials
- Lecture recordings/videos
- Links to required readings for lectures/tutorials
- Links to additional/optional readings and websites
- Online quizzes (formative and summative)
Learning & Teaching Activities

Learning & Teaching Modes

This course is targeted at postgraduate students in public health and various other health disciplines (e.g. allied health) who have had previous experience in research, essay writing, etc. Students will have – and will be encouraged to recall via the teaching and assessment activities – previous experience with and/or knowledge of health care and delivery. Accordingly, the learning will be pitched at students who have some such understanding of health practice and some of its moral issues, but who at the same time lack a detailed knowledge of health ethics and its tools.

This course will introduce students to the identification, analysis and resolution of ethical issues in health care practice and policy. This course is being delivered using a flipped classroom teaching modality where each week students will be expected to engage with recorded lectures &/or written online material to introduce students to key topics, concepts and theories, and model the analysis and resolution of ethical issues. It is anticipated that this material will take between 1-2 hours each week to engage with.

This core material will be developed on each week with a one hour tutorial to draw on this content to develop students’ capacity to synthesise relevant information and ideas, and make and critically evaluate arguments using logic, evidence and theory.

This tutorial is then supplemented with a one hour weekly student seminar providing further extension around the weekly core topic.

Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
Contact hours: 3 hours per week, plus readings, assignments etc.

Learning Activities Summary

Conceptual organisation:
This course is organised around the principle of developing an understanding of ethics first in the context of individuals and then in the broader social context and then finally into the global context.

As such the course will progressively equip students with ethical theories and principles by addressing specific ethical questions about specific health care practices and policies. Students will be presented with ethical issues at each layer of the model, beginning with questions about the ethics of practice. In relation to each issue, students will be asked to answer the recurring question ‘What should we do, and why?’

To help the students answer this question, they will be taught to apply, and balance, different ethical approaches such as consequentialism, deontology, virtue ethics and the four principles approach. At the end of the course, all of the theories will be briefly consolidated.

Specific Course Requirements

Not applicable.

Small Group Discovery Experience

Not applicable.

The 最新糖心Vlog's policy on Assessment for Coursework Programs is based on the following four principles:

Assessment must encourage and reinforce learning.
Assessment must enable robust and fair judgements about student performance.
Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
Assessment must maintain academic standards.

Assessment Summary

Assessment Task	Task Type	Weighting	Learning Outcomes being assesed
Online MCQ Quiz	Formative	0%	2
Seminar Presentation question & facilitation	Summative	20%	1 - 5
Tutorial Participation	Summative	10%	1-5
Essay Plan	Summative	20%	1 - 5
Essay	Summative	50%	1 - 5

Assessment Related Requirements

Not applicable

Assessment Detail

Online MCQ Quiz: This will consist of 10 multichoice questions drawn from the first three weeks content and will run in week four so that students can assess their understanding of the first portion of the course and calibrate their learning methods accordingly.

Seminar presentation question & facilitation: Students will each be required to prepare a question for one of the weekly seminars with a short (up to 500 words) justification of why that is a relevant and important question to ask regarding the assigned topic. Seminar topics will be made available and will be assigned during the first week of classes, with student’s being assigned topics from week 2. They will at the seminar introduce their question and help facilitate the seminar. This will be worth 20% of their grade, with the written justification being worth 10% of their grade and the facilitation being worth 10%.

Tutorial Participation: Active participation in tutorials will be assessed throughout the semester and will count for 10%.

Essay Plan: Due just before the mid semester break each student will be required to submit a one page essay plan identifying the topic they intend to write their essay on, and the approach they intend to take. An example essay plan will be provided and the process explained in the seminar/tutorials. This will count for 20% of their grade.

Essay: Due towards the end of semester each student will submit a 2500 word essay comprising of an ethical analysis on one of several topics. Sample questions will be provided, and students can also write on a topic of their choosing as long as they have sought permission and approval of the topic from the course coordinator.

Submission

No information currently available.

Course Grading

Grades for your performance in this course will be awarded in accordance with the following scheme:

M10 (Coursework Mark Scheme)
Grade	Mark	Description
FNS		Fail No Submission
F	1-49	Fail
P	50-64	Pass
C	65-74	Credit
D	75-84	Distinction
HD	85-100	High Distinction
CN		Continuing
NFE		No Formal Examination
RP		Result Pending

Further details of the grades/results can be obtained from Examinations.

Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

Final results for this course will be made available through .

Student Feedback

The 最新糖心Vlog places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the 最新糖心Vlog to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
Student Support
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
Fraud Awareness

Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student鈥檚 disciplinary procedures.

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Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator

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