ࡱ> }| >bjbj$$ <F|F|n61 22222FFF8~*F6p0(XXX333|6~6~6~6~6~6~6$m8;j6233333622XX6!!!3~2X2X|6!3|6!!03Xx1h66061;;(33;23T33!3333366!33363333;333333333 :  Bioethics Philosophy 10 PRIVATE  Fall 2014 Dr. Leemon McHenry Office Hours: Tuesday and Thursday 1:00 2:00 pm Office: HSS-379 Email: mchenry_leemon@smc.edu Phone 310-434-4667 Website:  HYPERLINK "http://www.csun.edu/~lmchenry" www.csun.edu/~lmchenry I. Course Description: This course is designed for students who are considering a career in medicine. It focuses attention on complex situations in biology and medicine that require moral reflection, sound judgment and decision on the best outcomes. As such the course is divided into two parts. The first part focuses on theories of normative ethics, principles of ethical behavior for health care professionals, and moral problems in bioethics such as abortion, euthanasia, informed consent, and just distribution of scarce medical resources. The second part focuses on professional ethics of medical researchers such as conflicts of interest, medical experimentation, interface with industry, and research and publication ethics. Particular attention will be given to departures from the ethics of responsible patient care and the corruption of evidence-based medicine by the pharmaceutical and medical device industries. II. Required Text: Gregory E. Pence, Medical Ethics: Accounts of Ground-Breaking Cases, Seventh Edition, 2015, McGraw Hill. James Rachels, The Elements of Moral Philosophy, Seventh Edition, 2010, McGraw-Hill. Other required readings for the course are available on-line as noted below in Section X. III. Course Format: This course will combine a lecture and discussion format employing group dynamics to facilitate participation. Since this course is designed for students who are likely to be pursuing a career in health care, we will spend considerable time discussing issues and case studies that will best prepare students for their careers. IV. Course Objectives Upon completion of this course, students will be able to: Analyze and discuss the range of moral problems that arise with respect to life-and-death issues, especially as they pertain to medical contexts (research, treatment and care). Explain and critically evaluate the main moral theories and traditions and show how they apply to various moral problems and controversies. Critically examine and evaluate moral issues and arguments pertaining to them. Analyze and construct more sensitive, thoughtful, and competent moral arguments to support views and positions on the issues. V. Student Learning Outcomes Demonstrate academic responsibility. Demonstrate through oral and/or written work knowledge of the course content: the main moral theories and strategies for moral decision-making, and such topics as assisted/alternative reproduction, abortion, cloning and genetic engineering, suicide, euthanasia and physician-assisted suicide, animal and human experimentation/research, practitioner-patient relationships and allocation of scarce medical resources. Demonstrate proficiency in the research, analytical and communication skills necessary to present, orally and/or in writing, compelling and original arguments that, given a scenario of action by an agent in a particular biomedical context, distinguish the various moral issues, principles and values relevant to determining the right course of action, and develop and defend a position by invoking one or another theory. VI. Requirements: 1. Attendance and participation in discussion and group dynamics. Students are required to participate in class discussions and evaluate critically the material presented. Since the success of the class depends in part on the willingness of students to become actively involved in the subject, a significant portion of the final grade is determined by participation. Students who raise questions during lectures and participate in class discussions and group dynamics will be rewarded with a participation grade proportional to their contribution to the class. (10%) 2. Quizzes (30%) Objective (multiple choice, true/false), short answers and essay questions. 3. Mid-Term Exam (30%) Objective, short answers and essay questions. Exam date tentatively October 22. 4. Final Exam (30%) The final exam is comprehensive and includes objective and essay questions. Exam date: December 18. VII. Grading Standards: Final grades will be assigned according to the following standard percentages: 90-100= A Range (Excellent); 80-89= B Range (Good); 70-79= C Range (Satisfactory); 60-69 = D Range (Passing); 0-59= F Range (Failure). Plus and minus grading will be used. VIII. Students with Disabilities If you have a disability, please identify yourself to me and to the college so that we can reasonably accommodate your learning and the preparation and evaluation of the work that you must do for this course. For more information, visit:  HYPERLINK "http://www.smc.edu/StudentServices/DisabilityResources/Pages/Learning-Disabilities.aspx" \t "_blank" http://www.smc.edu/StudentServices/DisabilityResources/Pages/Learning-Disabilities.aspx IX. Class Etiquette and Course Policies 1. Attendance is necessary to do well in the course. If you must miss class for any reason, you are responsible for making up any work missed. Get an email address or phone number from one of your classmates so that you can find out before coming to class what you missed and make sure you are prepared for the session. Excessive absence (defined as 6 8 absences) will significantly lower your grade and normally results in failure. 2. Attendance alone is not sufficient for passing the class. Prepare for each class carefully and take an active role in discussions. As a general rule, you should spend at least two hours preparing for each hour spent in class. 3. Punctuality is a requirement, not an option. You are expected to be seated and ready for class at the time that class begins. Once the class session begins and you arrive late, you will be considered late and points will be deducted from your participation grade. Repeat offenders will not be permitted to enter class. 4. Leaving class without prior permission from the instructor will not be permitted, especially after quizzes given at the beginning of the class period. Walking in and out of class on your own schedule is a disturbance to others. 5. There will be no make-ups for exams or quizzes missed due to unexcused absences. If an absence is excused, prior notification is required. Do not assume that a make-up will be given if you miss class. Make-ups are rare and given only in extreme circumstances. Documentation such as a doctors note or police report will be required. Do not schedule anything that conflicts with the exams. You are required to sit the exams during the scheduled time. 6. Eating in class is not permitted. 7. Cell phones, pagers and any other electronic devices should be turned off prior to class sessions. This includes text messaging and photographs during lectures. Off means off, not vibrate. Laptop computers are an exception if used for class notes. 8. Excessive talking in class is disruptive to other students and the instructor. You are permitted to sit anywhere in the class that you wish unless your behavior becomes a disturbance. If you cannot resist talking to your classmates in class, you will be assigned a seat apart from one another. All questions related to the course material during class should be directed to the instructor. 9. There are no extra credit assignments in lieu of failing exams or quizzes. 10. The last week to withdraw from the course is week 12. 11. The instructor is committed to upholding the college policy regarding academic dishonesty. X. Tentative Schedule of Topics and Assignments: Introduction to Bioethics Course Introduction and Objectives Hippocrates and his Oath Morality and Ethics Professional Ethics Ethical Principles in Medicine Autonomy Beneficence Nonmaleficence Justice Paternalism Informed Consent Confidentiality Reading: (on-line) The Stanford Encyclopedia of Philosophy: Theory and Bioethics  HYPERLINK "http://plato.stanford.edu/entries/theory-bioethics/" http://plato.stanford.edu/entries/theory-bioethics/  HYPERLINK "http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CB0QFjAA&url=http%3A%2F%2Fen.wikipedia.org%2Fwiki%2FHippocrates&ei=j_yxU56RFofaoATs9YLoAg&usg=AFQjCNF5NHNlQK07iayWZcGNSKaowkksZg&sig2=-p1xfQ_UjBCGbXEPb5dnew&bvm=bv.70138588,d.cGU" Hippocrates - Wikipedia, the free encyclopedia,  HYPERLINK "http://en.wikipedia.org/wiki/Hippocrates" http://en.wikipedia.org/wiki/Hippocrates; also see Hippocratic Oath, Pence, pp. 43-44. Rachels, Chapter 1 Pence, Chapter 1; pp. 16-18. Foundation of Bioethics Ethical Theory Ethical Absolutism and Ethical Relativism Reading: Pence, Chapter 1; pp. 1 18; Rachels, Chapter 2 Psychological and Ethical Egoism Reading: Rachels, Chapters 5 and 6 Act and Rule Utilitarianism Case Study: Life Boat Ethics, Hemodialysis and Just Distribution Reading: Rachels, Chapters 7 and 8 UniversalismKants Categorical Imperative Case Study: Hemophilia and HIV Reading: Rachels, Chapters 9 and 10 Leemon McHenry and Mellad Khoshnood, Blood Money: Bayers Inventory of HIV Contaminated Blood Products and 3rd World Hemophiliacs The Ethics of Care Reading: Rachels, Chapter 11 Euthanasia Non-terminal and terminal patients Physician-assisted suicide Active and Passive Euthanasia Comas Paternalism vs. Autonomy Case Studies: Bouvia, McAfee, Cowart, Kevorkian, Pou, Quinlan, Cruzan, Schiavo. Reading: Pence, Chapters 2, 3 and 3; pp. 19-82. Abortion Personhood and the Language of Abortion Conception and Ensoulment Doctrine of the Double Effect Pro-choice vs. Anti-abortion Arguments Case Study: Fetal Pain The Silent Scream https://www.youtube.com/watch?v=gON-8PP6zgQ Reading: Pence, Chapter 5 Reproduction Assisted Reproduction Surrogacy Multiple Births Elderly Parents Embryos, Stem Cells and Coning Reading: Pence, Chapters 6 and 7 Scarce Medical Resources and Just Distribution The God Committee and Hemodialysis Wealth, Poverty and Justice Living Donors Selling Organs Reading: Pence, Chapter 12 Involuntary Psychiatric Commitment Definition of Mentally Ill Thomas Szasz and Patients Rights Violence and the Mentally Ill John Stuart Mills Harm Principle Reading: Pence, Chapter 15 The Morality of Medical Experiments on Animals Peter Singers Animal Liberation Speciesism vs. the Necessity of Animal Experimentation Toxicology and LD50 Case Study: Animal Liberation Front, PETA and Animal Rescue https://www.youtube.com/watch?v=FstunEEdgcw Reading: Pence, Chapter 9 The Morality of Medical Research on Venerable Human Subjects Human Guinea Pigs and Clinical Trials Teratology and the Thalidomide babies. Case Study: Guinea-Pigging Reading: Pence, Chapter 10 Carl Elliott, Guinea-Pigging  HYPERLINK "http://www.newyorker.com/magazine/2008/01/07/guinea-pigging" http://www.newyorker.com/magazine/2008/01/07/guinea-pigging Carl Elliott, Is Big Pharma Testing Your Meds on Homeless People?  HYPERLINK "https://medium.com/matter/did-big-pharma-test-your-meds-on-homeless- people-" https://medium.com/matter/did-big-pharma-test-your-meds-on-homeless- people-a6d8d3fc7dfe Conflict of Interest and Scientific Misconduct Origin of Clinical Trials Evidence-Based Medicine vs. Spin-Based Medicine Knowledge vs. Profit Inquiry Key Opinion Leaders and Industry Influence Ethical Issues in Clinical Trial Research Case Study: Child and Adolescent Depression Study 329 Readings: Marcia Angell, Is Academic Medicine for Sale? http://plaza.ufl.edu/rmelk/BestofBME/Publications/medforsale.pdf Richard Horton, The Dawn of McScience http://www.freedom-center.org/info/mcsciencenewyorkreviewofbooks.html David Healy and Michael Thase, Is Academic Psychiatry for Sale? Leemon McHenry, Biomedical Research and Corporate Interests: A Question of Academic Freedom Jon Jureidini, Leemon McHenry and Peter Mansfield, Clinical Trials and Drug Promotion: Selective Reporting of Study 329. The Medicalization of Society Disease and Disorders vs. Medicalizing Normal Conditions Disease Mongering Pharmaceutical and Medical Device Industries Distorted Research Priorities Diagnostic and Statistical Manual of Mental Disorders (DSM) and the Proliferation of Disease Medical Intervention: Knowing When to Treat and not to Treat Case Studies: Chemical Imbalance Marketing Strategy for SSRI Antidepressants, Social Anxiety Disorder, and DSM, Type 2 Diabetes and Thiazolidinediones Readings: Jeffrey Lacasse and Jonathan Leo Serotonin and Depression: A Disconnect between the Advertisements and the Scientific Literature, http://www.plosmedicine.org/article/info%3Adoi%2F10.1371%2Fjournal.pmed.0020392 Leemon McHenry, Ethical Issues in Psychopharmacology, http://www.csun.edu/~lmchenry/documents/Ethical.Issues.pdf House of Commons Health Committee, The Influence of the Pharmaceutical Industry, http://www.lindalliance.org/pdfs/HofCHealthCommittee.pdf Corruption of the Medical Literature: The Crisis of Credibility Publication Planning and the Reporting of Clinical Research Pharmaceutical Marketing and Ghost-Management Journals, Continuing Medical Education, Medical Conferences Ghostwriting Ghost-authorship Case Study: Child and Adolescent Depression Study 329 Revisited Readings: Leemon McHenry, On the Origin of Great Ideas: Science in the Age of Big Pharma Leemon McHenry, Of Sophists and Spin-Doctors: Industry-Sponsored Ghostwriting and the Crisis of Academic Medicine, http://www.csun.edu/~lmchenry/documents/Sophists.Spindoctors.pdf Leemon McHenry and Jon Jureidini, Industry-Sponsored Ghostwriting in Clinical Trial Reporting: A Case Study   PAGE 1 PAGE 1  "#$%'0JX|}Ⱦ|rh^Tr^J:rh#B* CJOJQJaJphI}h#@OJQJhS :@OJQJhIn@OJQJhgKw@OJQJh3@OJQJhhh5@OJQJ'jhhh5@OJQJUhhh5@OJQJ$jhhh5@OJQJUhl@OJQJhh@OJQJ#hhh55@CJOJQJaJ#hhh35@CJOJQJaJh5@OJQJ %&'J  0 1 6 7 FG $*$a$gd3$*$a$$*$a$   . 0 1 L Q \ F K عʭ؛{o{e{o{o{X؛Nh@@OJQJhh@OJQJh@OJQJhOJQJmH sH hhOJQJmH sH huh5@CJOJQJaJ#huh55@CJOJQJaJh50J#@OJQJ!jTh5@OJQJUjh5@OJQJUh5@OJQJh#@OJQJh3@OJQJhh@OJQJ  6 F f } Fݻ~laWMWCWCWh=@OJQJh3@OJQJh5@OJQJh55@OJQJ#huh55@CJOJQJaJ#huh!5@CJOJQJaJh@hM@OJQJh:u@OJQJhu@OJQJhM@OJQJhxhx@OJQJh)v@OJQJhx6@OJQJhx@OJQJh@@OJQJh@h@6@OJQJFG]b~*+,-<>szͿyggVLDLh5OJQJh5@OJQJ huh5@CJOJQJaJ#huh55@CJOJQJaJh55@OJQJhTC@OJQJhi+@OJQJh[@OJQJh[5@OJQJ#huh[5@CJOJQJaJh[h[5@OJQJhr!h[@OJQJh p@OJQJ#huhD5@CJOJQJaJhD@OJQJG]^I$*+>?{|D $ & F*$a$gd[ $*$a$gd[ $*$^a$gd[ $ & F*$a$gdr! 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