Tag: education

Blog Posts (12)

September 23, 2014

New Education Materials on Compensation for Research-Related Injury

The Presidential Commission for the Study of Bioethical Issues (Bioethics Commission) has posted to Bioethics.gov a new series of educational modules on compensation for research-related injury. The materials on compensation increase the breadth of topics the Bioethics Commission’s educational resources cover; previous topics include community engagement, informed consent, and vulnerable populations. The new series includes […]
August 21, 2014

Commission to Formally Take up Issue of Bioethics Education: Builds Growing Body of Educational Materials

At Wednesday’s public meeting of the Presidential Commission for the Study of Bioethical Issues (Bioethics Commission), Amy Gutmann, Ph.D., Commission Chair, announced that the Commission’s next topic would integrate education and deliberation. “I am pleased to announce that we will begin work on a new project in the coming months: a report that will integrate […]
August 11, 2014

What Is Philosophical Ethics Doing?

<p>In my last blog I asked the question, “What is ethics doing?” where I contrasted the armchair, academic ethics that I knew as a graduate student with the clinical ethics cases in which I am now involved in clinical ethics consultations. I alluded to the famous paper by Stephen Toulmin (1922-2009), “How medicine saved the life of ethics” by providing ethics with many practical value laden problems to address. The very process of becoming involved with applied ethics and ethical problems of practicing physicians in the healthcare system was itself as, or perhaps more, transformational for ethics than it was for medicine. Even though medicine needed a serious study of its value-laden issues, which has evolved into bioethics and clinical ethics, the very activity of doing applied ethics has evolved into a better defined field of inquiry with a clearer purpose. But what about the armchair, academic pursuits of philosophical ethics of old? Is there anything left for it to do? This is the question I will attempt to answer in this blog.</p> <p><strong style="color: #34405b; font-family: Arial, Helvetica, sans-serif; font-size: 12px; line-height: 20px;">The Alden March Bioethics Institute offers a Master of Science in Bioethics, a Doctorate of Professional Studies in Bioethics, and Graduate Certificates in Clinical Ethics and Clinical Ethics Consultation. For more information on AMBI's online graduate programs, please visit our <a style="text-decoration: underline; color: #000099;" href="http://www.amc.edu/Academic/bioethics/index.cfm">website</a>.</strong><span style="color: #34405b; font-family: Arial, Helvetica, sans-serif; font-size: 12px; line-height: 20.399999618530273px;"> </span></p>
July 22, 2014

What Is Ethics Doing?

<p class="MsoNormal" style="text-align: left;">I recall being a PhD candidate in philosophy in the 1970’s, I often pondered the subject matter of my graduate courses in ethics. I would ask myself, what does any of this have to do with ethics? What are we doing?</p> <p class="MsoNormal" style="text-align: left;">As our courses went from Kant to Mill to G.E. Moore to the Emotivists and others, I couldn’t help but have a sense of unreality about the content of what I was learning.</p> <p class="MsoNormal" style="text-align: left;">How can we use reason to find a basis for knowing right action? What are the ways we can define right action based on a normative moral theory?</p> <p class="MsoNormal" style="text-align: left;">What is the meaning of good? Right? And obligation? Can these terms be defined within a theoretical, substantive moral framework or are they just expressions of feelings and emotions without any cognitive content? If they are more than the latter, what do they mean?</p> <p class="MsoNormal" style="text-align: left;"><strong style="color: #34405b; font-family: Arial, Helvetica, sans-serif; font-size: 12px; line-height: 20px;">The Alden March Bioethics Institute offers a Master of Science in Bioethics, a Doctorate of Professional Studies in Bioethics, and Graduate Certificates in Clinical Ethics and Clinical Ethics Consultation. For more information on AMBI's online graduate programs, please visit our <a style="text-decoration: underline; color: #000099;" href="http://www.amc.edu/Academic/bioethics/index.cfm">website</a>.</strong></p>
July 9, 2014

Relevance of Case-Based Studies in Workshops on RCR for Diverse Audiences: the importance of including both (Part II)

<p class="MsoNoSpacing">Both parts I and II of this blog were originally published as a commentary in the Office of Research Integrity’s Newsletter (<a href="http://ori.hhs.gov/newsletters">http://ori.hhs.gov/newsletters</a>) Volume 22, Number 2, March 2014 and has been reproduced with permission for the AMBI blog.</p> <p class="MsoNoSpacing">In <a href="/BioethicsBlog/post.cfm/relevance-of-case-based-studies-in-workshops-on-rcr-for-diverse-audiences-part-i">Part I</a>, published last month, I discussed my experience organizing and developing a responsible conduct of research (RCR) workshop for stem cell scientists that was held at the Till and McCulloch Meeting in October 2013 as part of Canada’s Stem Cell Network at <a href="http://www.stemcellnetwork.ca/">http://www.stemcellnetwork.ca</a>. In Part 2, I discuss the importance of developing RCR pedagogy that includes both lecture and informational components, and provides ethical cases such that students have a rich understanding of normative, policy, and practical aspects to different RCR topics.</p> <p class="MsoNoSpacing"><strong style="color: #34405b; font-family: Arial, Helvetica, sans-serif; font-size: 12px; line-height: 20px;">The Alden March Bioethics Institute offers a Master of Science in Bioethics, a Doctorate of Professional Studies in Bioethics, and Graduate Certificates in Clinical Ethics and Clinical Ethics Consultation. For more information on AMBI's online graduate programs, please visit our <a style="text-decoration: underline; color: #000099;" href="/Academic/bioethics/index.cfm">website</a>.</strong></p>
June 18, 2014

Relevance of Case-Based Studies in Workshops on RCR for Diverse Audiences (Part I)

<p class="MsoNoSpacing">By sharing a recent experience in which I delivered a lecture and case at a responsible conduct of research (RCR) workshop for biomedical science trainees, I will comment on why I believe that pedagogy on the RCR, specifically for biomedical scientists, needs two essential ingredients: delivering knowledge/information and providing case-based learning. The art is to determine how much of each element is needed and how to most effectively deliver information on an RCR topic and ensure trainees get the most from the ethical analysis of cases.</p> <p class="MsoNoSpacing"><strong>Ethics Workshop: Responsible Research Conduct &amp; Misconduct in Stem Cell Research</strong></p> <p class="MsoNoSpacing">As part of Canada’s Stem Cell Network at <a href="http://www.stemcellnetwork.ca/">http://www.stemcellnetwork.ca</a>, I had the unique opportunity to organize and present an Ethics Workshop as part of the Network’s annual Till &amp; McCulloch Meetings in October 2013. The workshop was a lecture followed by an interactive ethical case using “The Lab: Avoiding Research Misconduct” video hosted by the Office of Research Integrity (ORI) at<a href="https://ori.hhs.gov/thelab">https://ori.hhs.gov/thelab</a>. The 50 to 60 workshop attendees were primarily master’s, doctoral, and post-doctoral trainees, and almost all were biomedical researchers working with stem cells. Most attendees had never heard of RCR. Thus, the goals of the workshop were modest and involved introducing attendees to the following: RCR, research misconduct (fabrication, falsification, and plagiarism), the RCR link to scientific retractions, issues of authorship and publication ethics, and Canada’s RCR framework.</p> <p class="MsoNoSpacing"><strong style="color: #34405b; font-family: Arial, Helvetica, sans-serif; font-size: 12px; line-height: 20px;">The Alden March Bioethics Institute offers a Master of Science in Bioethics, a Doctorate of Professional Studies in Bioethics, and Graduate Certificates in Clinical Ethics and Clinical Ethics Consultation. For more information on AMBI's online graduate programs, please visit our <a style="text-decoration: underline; color: #000099;" href="/Academic/bioethics/index.cfm">website</a>.</strong></p>
June 11, 2014

Teaching Graduate Students the ASBH Core Skills of Communication and Interpersonal Skills Through Mock Consultations

<p>For over a decade the faculty of the Alden March Bioethics Institute has been designing and developing simulated cases for our graduate students who wish to learn the core skills of clinical ethics consultation. The model that we use is called “mock consultations”, which provides students the opportunity to perform an ethics consultation on a simulated case from the beginning when the request is made, to data collection, interviewing key players in the case, and on to case analysis the final recommendation.</p> <p class="MsoNormal">In the process of developing simulated cases we have made every effort to make them as real to life as possible. All of the cases we use are from ethics consultation cases that have been deidentified and made into anonymous teaching cases. We have benefitted immensely from working closely with Albany Medical College’s (AMC) Patient Safety Clinical Competence Center (PSCCC). Those involved in medical education will recognize the importance of simulated cases using standardized patients (SP) and the role they play in training new doctors to communicate effectively with patients and families.</p> <p><strong style="color: #34405b; font-family: Arial, Helvetica, sans-serif; font-size: 12px; line-height: 20px;">The Alden March Bioethics Institute offers a Master of Science in Bioethics, a Doctorate of Professional Studies in Bioethics, and Graduate Certificates in Clinical Ethics and Clinical Ethics Consultation. For more information on AMBI's online graduate programs, please visit our <a style="color: #000099; text-decoration: underline;" href="/Academic/bioethics/index.cfm">website</a>.</strong><span style="color: #34405b; font-family: Arial, Helvetica, sans-serif; font-size: 12px; line-height: 20.399999618530273px;"> </span></p>
May 29, 2014

Trigger Warning: This Post May Ask You To Think

by Craig Klugman, Ph.D.

Unless you spend time looking at news and blogs on academia, you may have missed the most recent debate over the use of “Trigger Warnings” in college courses.…

May 7, 2014

Lessons Learned over 25 years in Developing an RCR Curriculum in a Basic Science Graduate Studies Program in a Medical School

<p>The Graduate Studies Program of AMC has provided education and training in research integrity and the responsible conduct of research (RCR) since the early 1990s. This program has been directed to graduate students in the basic sciences working toward masters and doctoral degrees and to post-doctoral fellows in the basic sciences. The impetus for initiation of such education and training was the mandate issued by the National Institutes of Health that required a description of activities related to instruction in RCR in institutional training grant applications. We will describe the initiation, development, evolution, and current status of our curriculum.</p> <p>The individual training grant directors were responsible for the initial activities of this endeavor, which were sporadic, inconsistent, and undocumented. Subsequently, in 1994, the Dean of AMC charged the Associate Dean for Graduate Studies, who happened to be me, with the task of developing a formal graduate course to address this mandate.</p> <p>This task was initially addressed by identifying faculty who would develop and teach this course, create curriculum plans and objectives, and identify materials useful in teaching. This process also included self-education because this area had not been previously taught here. It also involved a good deal of public relations because most students and faculty resisted the implementation of training in RCR as an intrusion upon time that should be most profitably spent in the laboratory.</p> <p><strong style="color: #34405b; font-family: Arial, Helvetica, sans-serif; font-size: 12px; line-height: 20px;">The Alden March Bioethics Institute offers a Master of Science in Bioethics, a Doctorate of Professional Studies in Bioethics, and Graduate Certificates in Clinical Ethics and Clinical Ethics Consultation. For more information on AMBI's online graduate programs, please visit our <a style="color: #000099; text-decoration: underline;" href="http://www.amc.edu/Academic/bioethics/index.cfm">website</a>.</strong></p>
April 28, 2014

Bioethics Commission Staff Holds Multidisciplinary Educational Materials Webinar

The Presidential Commission for the Study of Bioethics Issues (Bioethics Commission) recently hosted a webinar entitled “Multidisciplinary Implementation of Bioethics Commission Education Materials.” In the hour-long presentation, three Bioethics Commission staff members (including myself) demonstrated how the Commission’s educational materials can be used in three different settings: a philosophy course, a biology course, and a […]

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Published Articles (3)

American Journal of Bioethics: Volume 8 Issue 12 - Dec 2008

Response to Open Peer Commentaries on Medical and Nursing Students' Television Viewing Habits: Potential Implications for Bioethics

American Journal of Bioethics: Volume 8 Issue 12 - Dec 2008

Medical and Nursing Students' Television Viewing Habits: Potential Implications for Bioethics

American Journal of Bioethics: Volume 7 Issue 4 - Apr 2007

Gunther von Hagens' BODY WORLDS: Selling Beautiful Education

News (3)

May 20, 2012 12:40 pm

Father calls for organ donation lessons in schools (BBC News)

A father who lost his son to leukaemia is calling for secondary schools and colleges to include one lesson on how to donate stem cells, blood and organs. Keith Sudbury wants to raise awareness by making donation part of the curriculum for students aged 16 and over.

May 4, 2012 1:34 pm

Better ethics education needed in community-based research (Phys.org)

A growing number of health research programs are collaborating with community groups to conduct research. The groups help recruit study participants, obtain informed consent, collect data and provide input on study design and procedures. But existing programs that educate researchers, community groups and institutional review boards about research ethics “fail to meet the needs of all groups that have a role in community-engaged research,” according to an article in the Journal of Empirical Research on Human Research Ethics.

April 12, 2012 9:58 pm

Confusion Reigns in Tennessee (Science Insider)

Teaching science in Tennessee may become more confusing now that an antievolution bill has been added to the state’s statutes. Governor Bill Haslam yesterday declined to either sign or veto HR 368, which prohibits school officials from stopping a teacher from helping students understand so-called controversial subjects such as evolution and global warming. Never mind that teachers say they need no such protection, or that thousands of educators and scientific societies (including AAAS, which publishes ScienceInsider) had urged Haslam to veto the bill because it wrongly suggests that the scientific community is divided on these issues.