Introduction
students are required to complete four workbook exercises. Two are compulsory (Module 1 ‘Introduction to Ethics’ and Module 3 ‘Developing and writing a research paper’). Students must complete two other exercises from the remaining modules (you can choose which two). Workbook responses should address the issue raised succinctly and within the word limit set (where applicable). Students should reference material relied upon in their responses in the usual way. It should be noted that these exercises are in place of group discussion which internal students conduct during seminar time. The purpose of the workbook exercises is for students to show their critical engagement with the module material and literature.
Please note:
Module 1: Introduction to Ethics – Compulsory
A surgeon was approached by a political science lecturer who requested that the surgeon amputate the lecturer’s healthy leg. The lecturer had the support of his wife in making this request. He was a member of a small on-line community of persons who shared his desires who called themselves ‘wannabes’ (i.e. want to be amputees). The lecturer told the surgeon “my left leg is not part of me” and that his desire to be an amputee was so intense and all-consuming it was ruining his life to the extent that he was considering either suicide or performing a self-amputation if the surgeon would not undertake the surgery. The lecturer was assessed by a psychiatrist as being competent to make decisions and had received counselling. Does each ethical theory suggest that the surgeon should or should not operate?
(Further optional reading on the topic of the scenario C Elliott, “A New Way to Be Mad” http://www.theatlantic.com/past/issues/2000/12/elliott.htm)
Theory | Application |
Utilitarianism
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Deontology
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Principles
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Virtue Ethics
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Justice based approaches
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Feminist Bioethics
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Casuistry
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Rights based approaches
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Module 2: No Workbook exercise
Module 3 – Workshop (compulsory)
Cohen’s paper(max 200 words per entry) | Allan’s paper(max 200 words per entry) | |
Consider the introduction to the paper: did it sufficiently explain the paper’s substantive content and the approach to be used? If not, why not? | ||
Do you think the paper ‘flowed well’ or was ‘disjointed’? Explain why you think this was? | ||
In considering the issues or concepts raised in the paper, were these well explained? Identify areas of each paper which you thought were well explained or poorly explained (and if any reason was provided by the author for this). | ||
How was law and ethics integrated into the paper’s discussion? | ||
Consider the conclusion to the paper: was the conclusion reached justifiable and linked to the arguments in the paper? |
Module 4: Disability (optional)
Consider the case of a couple seeking to select an embryo for implantation with a ‘disability’ (e.g. deafness or dwarfism). In the context of your readings, discuss the arguments for and against ‘future’ parents having such a choice. (Word limit 1000 words)
Arguments in favour | Arguments against |
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Module 5: Organ and Tissue Donation (optional)
The authors of this article describe the ‘Iranian Model’ of kidney. If such a model were adopted in Australia, what regulatory issues would this raise and do you think it would succeed in increasing donation rates? Explain why you think it would, or would not, be successful. (Word limit 1000 words)
Module 6: End-of-life (optional)
Firlik met Margo, who has Alzheimer’s disease, when he was enrolled in a gerontology elective. He began visiting her each day, and came to know something about her life with dementia. Upon arriving at Margo’s apartment (she lived at home with the help of an attendant), Firlik often found Margo reading; she told him she especially enjoyed mysteries, but he noticed that “her place in the book jumped randomly from day to day.” “For Margo,” Firlik wonders, “is reading always a mystery?” Margo never called her new friend by name, though she claimed she knew who he was and always seemed pleased to see him. She liked listening to music and was happy listening to the same song repeatedly, apparently relishing it as if hearing it for the first time. Whenever she heard a certain song, however, she smiled and told Firlik that it reminded her of her deceased husband. She painted, too, but like the other Alzheimer patients in her art therapy class, she created the same image day after day: “a drawing of four circles, in soft rosy colors, one inside the other.” The drawing enabled Firlik to understand something that previously had mystified him: Despite her illness, or maybe somehow because of it, Margo is undeniably one of the happiest people I have known.
In his classic work, Life’s Dominion, Ronald Dworkin poses the following additional information: years ago, when fully competent, Margo had executed a formal document directing that if she should develop Alzheimer’s disease she should not receive treatment for any other serious, life-threatening disease she might contract.
Assume Margo contracts pneumonia and needs medical treatment. If she receives antibiotics, she will recover from pneumonia and continue to live as before. Alternatively, Margo can be provided with comfort care and be allowed to die.
Module 7: Health Tourism (optional)
Read the readings for this topic and consider the role for law in regulating this area. In a maximum of 1000 words evaluate the arguments for and against using law to regulate health tourism.
Arguments in favour | Arguments against |
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Module 8: Health and the Right to Health (optional)
Module 9: Resources and Rationing (optional)
Intervention | Ranking | Justification (max 200 words per entry) |
Treatments for children with life threatening illnesses | ||
Special care and pain relief for people who are dying | ||
Preventive screening services and immunisations | ||
Surgery, such as hip replacement, to help people carry out everyday tasks | ||
District nursing and community services/care at home | ||
Psychiatric services for people with mental illness | ||
High technology surgery, organ transplants and procedures which treat life threatening conditions | ||
Health promotion/education services to help people lead healthy lives | ||
Intensive care for premature babies who weigh less than 680 g with only a slight chance of survival | ||
Long stay hospital care for elderly people | ||
Treatment for infertility | ||
Treatment for people aged 75 and over with life threatening illness | ||
Provision of public pools in remote indigenous communities |
Adapted from A Bowling “Health Care Rationing: The Public’s Debate” BMJ 1996; 312: 670.
Module 10: Pluralism (optional)
Module 11: Patient Safety and Open Disclosure (optional)
Wu et al state that there is a “growing expectation in health systems around the world that patients will be fully informed when adverse events occur,” yet note that “current practices still fall short of this expectation.” The authors identified the challenges to disclosure and proposed potential solutions. In his article, Quick evaluates recommendations in the United Kingdom to reform the legal and regulatory landscape around patient safety, with a focus on the potential for a legal duty of candour to contribute to an improved safety culture in healthcare.
Does law help or hinder attempts to create a culture of open disclosure and promote safer healthcare? Should a statutory duty of candour be enacted in Australia? (Word limit 1,000 words)
Module 12: Research Ethics (optional)
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