Teaching for all course components is undertaken by teams of academic and clinical specialists.
The ethos behind this curriculum is to:
- Provide students with the highest quality learning experience;
- Equip students with the knowledge, skills and behaviours required in professional life;
- Ensure teaching is informed and refreshed by research and best evidence;
- Ensure staff are encouraged and supported in the development of excellent teaching practice.
Content
1. Introduction to ethics; Ethical theories: Consequentialism vs Deontology; What are ethical arguments?
- The students will develop their understanding and application of the following principles: Duty-based ethics; Utilitarianism; Virtue ethics; Feminist ethics; Ethics of care; Communitarianism. The main ethical theories will be introduced after students have identified the ethical paradigms by discussing hypothetical scenarios, or examples from their own struggles with moral decision making in clinical practice. Other correlated topics to be discussed will include: components of rational morality (fair-mindedness, valid reasoning, reflective equilibrium with dialogue); role of emotions in moral arguments; slippery slope argument.
2. Informed Consent; Autonomy; Health literacy; Confidentiality; Genetics and gen-ethics
- The students will gain a deeper understanding of core concepts in medical ethics, by exploring the philosophical, cultural and social foundation of autonomy, confidentiality, best interest, patient’s rights. Different models of patient-doctors relationship (Informative, Interpretive, Deliberative, Paternalistic) will be analysed. Specific attention regarding confidentiality and autonomy will be paid to: Genetic information; non-directive counselling; genetic testing (competent/incompetent adults, children); reproductive choice; gene therapy and therapeutic cloning.
3. GMC/NMC - ethical principles of regulation; Ethics of care; Medical values; Applied Clinical Case study workshops
- The main principles of ethics of care will be presented, analysed and compared to the existing GMC/NMC regulations. Students will reflect on the importance of context and relationships in ethical decision-making. The idea of ‘caring democracies’ and patients’ right to healthcare will be debated. Further inquiry will concern ‘medical values’. Students will analyse conflicting values in medical scenarios (cross-cultural scenarios also included).
Learning Outcomes
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Ref No. |
Learning Outcome / Skill: |
Category: |
|
M1 |
To systematically defend key theoretical approaches and topics in healthcare e.g. Principlism, ethics of care, consent. |
Learning Outcomes: Master's |
|
M2 |
To justify the highest standards of professional conduct including openness, fairness, honesty and integrity. |
Learning Outcomes: Master's |
|
M3 |
To critically analyse and apply the knowledge of the law, and regulations including published standards and guidance in their specific practice and from the perspective of the wider public interest. |
Learning Outcomes: Master's |
|
M4 |
To systematically apply ethical theories, and to justify arguments related to problems occurring in everyday clinical practice. |
Learning Outcomes: Master's |
|
M5 |
To critically appraise ethical decisions based on sound arguments and relevant research based literature. |
Learning Outcomes: Master's |
|
S1 |
Critical thinking |
Skills |
|
S2 |
Communication skills |
Skills |
|
S3 |
Ethical awareness |
Skills |
|
S4 |
Professional behaviour |
Skills |
|
S5 |
Reflection |
Skills |
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