.
Medical Ethics and Pedagogy
Study Course Description
Course Description Statuss:Approved
Course Description Version:6.00
Study Course Accepted:16.11.2022 09:41:58
| Study Course Information | |||||||||
| Course Code: | LF_433 | LQF level: | Level 5 | ||||||
| Credit Points: | 2.00 | ECTS: | 3.00 | ||||||
| Branch of Science: | Clinical Medicine; Health Care | Target Audience: | Medicine | ||||||
| Study Course Supervisor | |||||||||
| Course Supervisor: | Dita Role | ||||||||
| Study Course Implementer | |||||||||
| Structural Unit: | RSU Liepāja Branch | ||||||||
| The Head of Structural Unit: | |||||||||
| Contacts: | Liepaja, Riņķu Street 24/26, lf rsu[pnkts]lv, +371 63442118, +371 63442119, +371 63484632 | ||||||||
| Study Course Planning | |||||||||
| Full-Time - Semester No.1 | |||||||||
| Lectures (count) | 8 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 16 | ||||
| Classes (count) | 8 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 16 | ||||
| Total Contact Hours | 32 | ||||||||
| Study course description | |||||||||
| Preliminary Knowledge: | Interpersonal communication in health care. | ||||||||
| Objective: | To provide students with knowledge of the conditions and role of medical ethics in health care; the relationship between patients, medical staff and health – duties, responsibilities, rights, solutions to possible conflicts; to develop an understanding of the mandatory observance and promotion of the norms and principles of medical ethics. In pedagogy – to provide theoretical knowledge of teaching-learning processes; to facilitate the integration of this knowledge in practical work with patients/relatives and in public education. | ||||||||
| Topic Layout (Full-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | Ethical issues, directions and areas of activity of ethics. Understanding of the place and role of ethics, morality and virtue in society, historical development thereof in the world and in Latvia, and the importance thereof in personality development and growth. The special nature of medical ethics. | Lectures | 1.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 2 | Key issues in medical ethics and rationale thereof. Establishing ethical principles in medicine and complying with the law. Patient rights and ethics in medicine. Solutions to different cases (situational ethics/dilemmas) in the field of medical ethics. | Lectures | 1.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 3 | The Code of Medical Ethics, the issues covered therein and the importance thereof. Interactions between medical practitioners and patients, potential problems and solutions. The process of ethical decision-making in health care and levels of responsibility. | Lectures | 1.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 4 | Issues, problems, solutions in the cooperation between a doctor’s assistant and health care staff. The most important ethical principles of mutual relations and the regulation thereof. Potential problems, conflicts and solutions. The role of observing professional ethics in improving and promoting health care. | Lectures | 1.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 5 | The relationship between pedagogy as a science and other sciences. Categories of pedagogy. Evaluation, classification (Bloom’s) and adjustment of objectives. Key learning theories, concepts. | Lectures | 1.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 6 | Preconditions and determinants of teaching/learning (age and psychosomatic background). Choice of methodology depending on the objectives to be achieved: methods and means, organisation and implementation of the study/education process. | Lectures | 1.00 | auditorium | |||||
| Classes | 2.00 | auditorium | |||||||
| 7 | Using technology in patient education. Media pedagogy. | Lectures | 1.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 8 | Assessment and feedback in pedagogy. Types of reflection. | Lectures | 1.00 | auditorium | |||||
| Assessment | |||||||||
| Unaided Work: | Analysis and presentation of scientific texts on medical ethics and pedagogy. | ||||||||
| Assessment Criteria: | 1. Regular attendance of classes – 25%. 2. Activity in lectures and classes – 25%. 3. Presentation (ethics+pedagogy) according to the subject of the course, assessment on a 10-point scale, which cumulatively constitutes the total exam mark of the study course – 50%. | ||||||||
| Final Examination (Full-Time): | Exam (Oral) | ||||||||
| Final Examination (Part-Time): | |||||||||
| Learning Outcomes | |||||||||
| Knowledge: | Students will be able to identify the main principles, values, conditions and norms of medical ethics in the fields of medical research and patient care; the rights of patients and their relationships with medical staff; explain and describe the categories of medical ethics, application thereof in professional work; and recognise, evaluate and point to problems and dilemmas in medical ethics and solutions thereto. Students will be familiar with pedagogical concepts, terms, theories and approaches. | ||||||||
| Skills: | Students will acquire the skills and be able to identify, notice and analyse various issues of ethics in general and medical ethics and morality in particular in their professional work; to notice and deal with various problems, dilemmas and causes thereof; be able to take necessary actions to prevent possible breaches of medical ethics in their work environment and surroundings; to act decisively and professionally in potential risk situations in the fields of health care; and to demonstrate high standards of personal ethics and morality in practice. Students will be able to analyse the pedagogical situation in care work and to educate patients according to pedagogical and didactic guidelines. | ||||||||
| Competencies: | Students will attest the competence to safely demonstrate, certify and prove their professionalism and conduct in the field of medical ethics, application thereof in the relevant work environment based on ethical values, principles and norms, professionalism in compliance with medical ethics. Will be able to integrate and use appropriate pedagogical knowledge, skills, attitudes in professional practice. | ||||||||
| Bibliography | |||||||||
| No. | Reference | ||||||||
| Required Reading | |||||||||
| 1 | Medicīnas Ētikas rokasgrāmata. (2009) Pasaules Medicīnas Asociācija, II izdevums. Latvijas Ārstu biedrība, SIA „Nacionālais apgāds”, Rīga. (akceptējams izdevums) | ||||||||
| 2 | Sīle V. (1999) „Medicīnas ētikas pamatprincipi”, Rīga. (akceptējams izdevums) | ||||||||
| 3 | Šiliņa M., Dupure I. (2009) Pacientu izglītošana – māsas kompetence. Nacionālais apgāds (akceptējams izdevums) | ||||||||
| 4 | Ķestere I. (2005) Pedagoģijas vēsture. Rīga: Zvaigzne ABC (akceptējams izdevums) | ||||||||
| Additional Reading | |||||||||
| 1 | Svence G. (1999) Attīstības psiholoģija. Rīga: Zvaigzne ABC | ||||||||
| 2 | Pētījumi pieaugušo pedagoģijā. (2005), zin.rakstu krājums, red. T.Koķe, LU | ||||||||
| 3 | Bēta G. (2017) Māsu profesionālā lietpratība izglītošanas aprūpes procesā. Liepājas Universitāte, Promocijas darbs. | ||||||||
