Bioethics and Professional Ethics

Code:

MI409

Acronym:

BDM

Keywords
Classification	Keyword
OFICIAL	Medicine

Instance: 2014/2015 - SP

Active?	Yes
Responsible unit:	Departamento de Ciências Sociais e Saúde
Course/CS Responsible:	Integrated Master in Medicine

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
MIMED	286	Mestrado Integrado em Medicina 2007	4	-	3	32	81
		Mestrado Integrado em Medicina- Plano oficial 2013 (Reforma Curricular)	4	-	3	32	81

Teaching language

Portuguese

Objectives

In the course of Medicine the discipline of Bioethics and Professional Ethics has as its essential aim the teaching, and consequent learning, of the ethics in healthcare, especially in what concerns the ethical dimension of health and of disease and its relationship with the medical profession. In the plan of the concepts the aims are the transmission of the more representative ethical theories of human thought. In such a way that the integration of those concepts is possible with regards the typical humanist tradition of Western societies. It is expected that these concepts, briefly shown in the module of Bioethics in the Discipline of Introduction to Medicine (1st year), are analysed in some detail in the several clinical disciplines along the course.

Learning outcomes and competences

The syllabus is in accordance with the most important theories in the area of bioethics and medical ethics. In this way coherence withthe curricular unit’sintended learning outcomes is demonstrated since the syllabus is a necessary condition so that the student acquires the adequate skills for a true capacitation in this area.

Working method

Presencial

Program

Basic Ethics: concepts and definitions; Ethics, Bioethics and the principles of Biomedical Ethics; Epistemology and Bioethics; The clinical relationship; Privacy and confidentiality in clinical practice; Ethics and mental health; Ethics and occupational health; The HIV infection; Medical responsibility; Medical ethics at the end of life; Transplantation of cells, tissues and organs; The beginning of the human life; Medically assisted procreation; Genetic diagnosis; Genetic intervention in humans; Research in medical sciences; Experimentation on human beings; Ethics committees in healthcare; Ethics and Epidemiological Research; Evidence-based Medicine; Use of the human cadavers in Medicine; Distributive justice and resource allocation; Bio-law.

Mandatory literature

Tom Beauchamp, James Childress; Principles of Biomedical Ethics , Oxford University Press, 2008
Rui Nunes; Bioética, Gráfica de Coimbra, 2009
Rui Nunes; Regulação da Saúde , Vida Económica, 2009

Teaching methods and learning activities

Block Schedule: duration of two weeks each year (80 hours). Besides the experience in the Department of Bioethics and Medical Ethics, the following pedagogic modalities are at stake: a) SEMINARS: prepared and guided discussion of specific themes, defined in advance, with the participation of professors and students; b) GROUP WORK: pedagogical activity of analysis and problem solving, orientated by the professors and actively prepared by the students; and C) Presentation by students of case-problems.

Evaluation Type

Evaluation with final exam

Assessment Components

Designation	Weight (%)
Exame	50,00
Trabalho de campo	50,00
Total:	100,00

Eligibility for exams

The responsible professor for the group of students who attend the Block also performs the continuous assessment. An assessment of the whole pedagogical process and of the evolution of each student's capacities is at stake: evolution in the communication skills, evolution of the human relationships, of the regular attendance in the block, of the interest and participation in the pedagogic process, and, finally, of the theoretical and practical knowledge. In small groups, of interactive nature, the student will elaborate a monograph as a final report, on a selected case. It is possible to make use of audiovisual recordings techniques. Case problems are presented to all the students in the block, as well as to the professors. The elaboration of this case-problem, as well as its presentation to the group, is considered an essential component of the continuous assessment. The Final Assessment of the discipline is made by the continuous assessment of the discipline.

Calculation formula of final grade

The final classification reflects only the continuous evaluation of the course.

Observations

BIBLIOGRAPHY
Principles of Biomedical Ethics - Tom Beauchamp, James Childress. Oxford University Press, New York, 2001, Fifth Edition; Ética em Cuidados de Saúde - Daniel Serrão, Rui Nunes. Porto Editora, Porto, 1999; Prioridades na Saúde - Rui Nunes, Guilhermina Rego. McGraw-Hill, Lisbon, 2002.