BBST 465
Healthcare Ethics
Spring 2012
Professors:
Kathy McReynolds Ph.D
E-mail Address:
Required Texts:
1) Joni Eareckson Tada & Nigel Cameron, How to Be A Christian in a Brave New World (Grand Rapids: Zondervan, 2006).
2) Walter Glannon, Biomedical Ethics (Oxford: Oxford University Press, 2005).
3) C.S. Lewis, The Abolition of Man (San Francisco: Harper, 1944).
4) Various Handouts or Internet Articles Will Be Assigned Throughout the Semester.
Course Description:
The purpose of this course is to demonstrate the relevance of a biblical worldview to emerging ethical issues in healthcare and biotechnologies. The student will learn how to integrate biblical principles into an analysis of some of the most relevant ethical questions and will be introduced to several secular and Christian ethical decision-making models. The topics covered include a brief history of ethics and various ethical theories, the provider-patient relationship, reproductive technologies, genetics, end-of-life care, human subjects, and health insurance. This course will benefit any student who takes its content seriously; but it will be especially relevant to those who are majoring in Nursing, Biology, Physical Therapy, Pre-Med, and Communication Disorders.
Course Objectives:
By the end of this course the student should be able to:
Cognitive Objectives:
1) Identify and define some of the most prominent ethical theories and understand how they are used in a medical context. (Lectures & Readings).
2) Interpret and explain some of the major biblical principles which address ethics and morality. (Readings, Lectures, Biblical Survey).
3) Understand and describe Christianity as a knowledge tradition (Readings & Lectures).
4) Critique some primary professional oaths and codes of ethics from a biblical viewpoint (Lectures, Literature Review).
5) Identify and explain some of the major clinical and bioethical issues. (Lectures & DVD Presentations and Discussions).
Behavioral Objectives:
1) Develop an integrated biblical worldview of medicine, illness, suffering & your discipline. (Written Assignments).
2) Actively seek to represent a biblical worldview and its relevance to ethical issues in healthcare by standing up for truth and justice whenever you are called upon to do so in this context. (Presentation).
IDEA Objectives
1) Gaining factual knowledge (terminology, classifications, methods, trends)
Objective’s focus: Building a knowledge base.
2) Developing specific skills, competencies, and points of view needed by professionals in the field most closely related to this course.
Objective’s focus: Developing skills, abilities, or attitudes of a beginning professional.
3) Developing a clearer understanding of, and commitment to, personal values.
Objective’s focus: Developing a sound basis for making lifestyle decisions.
4) Learning to analyze and critically evaluate ideas, arguments, and points of view.
Objective’s focus: Higher level thinking skills (either within or outside of a disciplinary context)
Course Requirements:
All papers, including Reading Reports should have a cover page.
1) Reading Reports and Summaries: (30 Points Each)
Three reading reports and summaries will be due on dates noted in the Course Outline. In 1-2 pages, please summarize the main arguments and themes for each book and make note of the reading percentage that you completed on time.
2) Personal Starting Points Paper (2 Pages, 20 points)
This paper will express the student’s own assumptions, initial beliefs and thoughts about healthcare ethics. Students should be sure to reflect deeply on their own thoughts, experiences and biases. Though brief, this paper is a very important part of the course.
3) An Exegetical Paper (Inductive Bible Study) (5-6 Pages, 60 points)
The Scriptures are God's instrument to equip his people for every work of ministry he calls them to (2 Tim. 3.16-17). In this paper, you will do an exegesis of a passage(s) related to healing and/or ethics. The goal of this assignment is to allow you to experience Scripture's ability to impact your lives and ministries in a powerful way.
The purpose of this assignment is to give you an opportunity to do a detailed study of a major passage of Scripture. The overall objective is to enable you to understand a biblical text in its original context. It is important that you learn how to exegete (explain, interpret) Scripture for yourselves and for others.
In order to do an exegesis, you must be committed to understand the meaning of the passage in its own setting. Once you know what it meant, you can then draw out principles that apply to all of us, and then relate those principles to life. The following simple three-step process can help guide you in your study of the Bible passage:
1. What was God saying to the people in the text's original situation?
2. What principle (s) does the text teach that is true for all people everywhere, including today?
3. What is the Holy Spirit asking me to do with this principle here, today, in my life and ministry?
Once you have answered these questions, you are ready to explain your insights for your written assignment.
Sample Outline for Exegetical Project and Paper Criteria
1. List what you believe is the main idea of your selected text.
2. Summarize the meaning of the passage. You may do this in two or three pages.
3. Outline one to three key principles or insights this text provides concerning some aspect of healing and/or ethics.
4. Tell how one or more of the principles may relate to one or more of the following:
1. Your personal walk with Christ.
2. Your life and ministry in your church.
3. Situations or challenges related to suffering and/or disability.
As a reference, please feel free to read the commentaries or Bible dictionaries and integrate insights from them into your work. Make sure that you give credit to whom credit is due if you borrow or build upon someone else’s insights. Use references, footnotes, or endnotes. You must be consistent with whatever form of citation you use.
Make sure that your exegetical paper meets the following criteria:
1. It is well written or typed.
2. It is turned in on time.
3. It is 5-6 pages in length.
4. It follows the outline given above, clearly laid out for the reader to follow.
5. It shows how the passage relates to healthcare ethics.
All you need to show in this paper is that you studied the passage, summarized its meaning, drew out a few key principles from it, and related them to your own life and ministry.
4) Exam (60 points)
There will be one cumulative exam during the semester that will cover readings and class lectures. The exam will be short essay questions based on the reading and lecture material. No books, no notes.
5) Group Research Project & Presentation (150 points)
You will be required to research a particular ethical issue in medicine and to then present your relevant findings to the class in a creative, interactive 25-minute presentation. You must turn in one 8-10 research paper, which represents the work of the entire group. Depending on class size, each group will probably have 2-3 members. Your presentation should be based on the findings in your paper, but do not read your paper as part of your presentation. Your paper should address the following points:
1) What are the morally relevant facts & ethical issues related to your topic?
2) How widespread is the problem?
3) How should we interpret the issues from a biblical perspective?
4) How should we morally evaluate the issues?
5) What policy recommendations would you make and why?
You will be evaluated by how well your address the issues involved, evidence presented, and creativity and content of your presentation.
6) Final Reflection Paper (2 pages, 20 pts)
Your final reflection paper should include the following:
1) How your perspective on healthcare ethics has changed or grown through the course of the semester. (We recommend re-reading your “Personal Starting Points” paper.)
2) Reflect on the impact class content has had on your spiritual life—in terms of your view of healthcare ethics, the world, and your responsibilities as a follower of Christ.
Course Policies:
1) Attendance: Because we only meet once a week, it is absolutely essential to be in class and to be ON TIME. You are allowed one unexcused absence. Excessive absences will negatively affect your grade. You will be marked down 5 points for every unexcused absence in addition to late penalties on papers.
2) Participation: Critical thinking and discussion are essential to this class. Therefore, simply showing up to class, unprepared to engage your work or the work of other students will affect your grade. Also, because you will be evaluating and interacting with the comments made by fellow classmates, it is vitally important to keep an open mind in this process.
3) Late Papers: Because of constant abuse with regard to this issue, late papers will be marked down by one-third if it is late. This is in addition to other possible markdowns if the assignment does not meet all the requirements. The only way to avoid the one-third late penalty is to provide proof of an emergency such as a doctor’s excuse. Late papers must be turned in by the following class period or I will not accept them at all. If you do not sign the roll sheet at the end of class, your paper will be considered late and will result in the late penalty. I will not accept papers from other students on your behalf!
4) Style of Papers: Your papers are to be typed and double-spaced with one inch margins on all sides in no larger than 12 point lettering. Please staple your paper and number each page! Plagiarism, the use of someone else's words and ideas without acknowledging the source, is not tolerated at BIOLA .
Grading:
- Three Reading Reports & Summaries: 30 (90 points possible)
- Starting Points Paper 20 points
- Exegetical Paper 60 points
- Exam: 60 points
- Group Research Project 150 points
- Final Reflection Paper 20 points
______
400 total points possible
Grading Scale:
380-400: A 308-319: C+
360-379: A- 300-307: C
348-359: B+ 280-299: C-
340-347: B 268-279: D+
320-339: B- 260-267: D
241-259: D-
240 or below: F
* Students with Disabilities: Students desiring accommodations on the basis of physical, learning, or psychological disability for this class are to contact the Office of Disability Services. Disability Services is located in the Learning Center (upstairs in the Biola Library) and can be reached by calling 562.906.4542 or extension 4542 from on campus.
* Plagiarism: Biola University sees any form of plagiarism as a serious problem with serious consequences. Please refer to the academic integrity statement in the Student Handbook, Academic and Behavioral Standards section.
*Grading Standards for Written Work: Whereas Biola University desires to maintain the highest standards with respect to the composition of all written work, any student paper exhibiting poor grammar, spelling errors, typographical errors, or other substandard academic expression shall have the overall grade for that paper reduced accordingly. Generally, a paper will be deemed substandard and ineligible to receive an "A" grade when it averages three or more compositional errors per page. Moreover, at the discretion of the professor, the substandard paper may be returned to the student for correction and resubmission with appropriate grade penalties. Students deficient in writing skills may seek assistance at the Biola Writing Center.
Technology in the Classroom
No Laptops During Class: Because of the enormous problems concerning students using laptops to do other work, to browse the Web, to Facebook, etc., laptops computers may NOT be used in class sessions. This class is meant to be highly interactive. There are many guests who come from long distances to teach or share with the class, and it is rude to say the very least to not pay attention or engage the speaker. If you do use your laptop in class, you will be counted absent for that day.
Cell Phones - Cell phones (pagers; PDAs used for communications purposes) must be turned to silent mode when entering the classroom. Take special care to attend to this. It is the expectation of the Talbot faculty that students will not take calls in the classroom, and will not exit the room during class to take calls, except in the case of emergencies.
Ipods, DVRs, and Lecture Proprietary Matters - It is the expectation of the Talbot faculty that ipods may not be used during class sessions, except for the sole purpose of recording lectures. Ipods and digital voice recorders (DVRs), or other taping devices, may only be used to record class lectures with the clear and expressed permission of the instructor (usually stated in the course syllabus). Recordings of classroom lectures, and printed course materials, are the intellectual property of the instructor. They may not be distributed in any form without permission.
Course Outline:
1/30 Introduction to the Course
2/6 No Class: Read Half of Abolition of Man
2/13 Prolife Apologetics 1 & Lewis
Read: Last Half of Abolition of Man
Starting Points Paper Due
2/20 Prolife Apologetics 2 & Lewis
Reading Report & Summary #1: Lewis Due
2/27 Christianity & Applied Ethics; Informed Consent/Consent & ID/
Rights of Conscience
Read: Glannon Chapters 1-3
3/5 Reproductive Rights & Genetics
Read: Glannon Chapters 4-5
3/12 End of Life Care
Read: Glannon Chapters 6-7
Lecture: Withholding & Withdrawing Treatment
DVD Presentation
Exegetical Paper Due
3/19 Tada Part 1 & 2
Health Care Costs & Technology
Lecture: Theology of Technology
Reading Report & Summary #2: Glannon Due
3/26 Tada Part 3 & 4
DVD (Medicine & Money) & Lecture: Health Care Reform Bill
Reading Report & Summary #3 Due: Tada
4/2 Medical Errors
Lecture & Case Study
4/9 Easter Break: No Class
4/16 Exam on Readings & Class Lecture
4/23 Student Presentations*
4/30 Student Presentations
5/7 Student Presentations
5/14 No Class: Final Reflection Paper Due via Blackboard by 5pm.
5/21 Finals Week
* FYI: If any of you is absent during student presentations you will be marked down 15 points unless you provide a doctor’s excuse or unless it is an emergency in which I will need proof of the nature of the emergency.
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