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T6 course specifications 10_6_2017 (Medical Ethics & Professionalism)

This course presents the students to the basics of the ethical practice of healthcare provision by the physician, and the professional standards that the students should meet in any of students’ future roles as a doctor. These roles include students’ duties as team-member, practitioner/clinician, researcher, manager/planner, educator, and patient advocate. The ethical issues surrounding these main domains are presented and discussed. The course also aims to enhance the ability of the students to develop and defend an ethical argument.

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T6 course specifications 10_6_2017 (Medical Ethics & Professionalism)

  1. 1. ‫المركز‬ ‫األ‬ ‫واالعتماد‬ ‫للتقويم‬ ‫الوطني‬ ‫كاديمي‬ National Center for Academic Accreditation and Evaluation ATTACHMENT 5. T6. COURSE SPECIFICATIONS (CS) Course: Medical Ethics & Professionalism CODE: MEP 351 Director: Ghaiath Hussein
  2. 2. Course Specifications, Ramadan 1438H, June 2017. (MEP 351) Page 2 Course Specifications Institution: Farabi Medical Colleges – Riyadh Date: May, 01, 2018 College/Department: Basic Medical Skills A. Course Identification and General Information 1. Course title and code: Medical Ethics and Professionalism (MEP 351) 2. Credit hours: 3 (3+0+2) 3. Program(s) in which the course is offered. (If general elective available in many programs indicate this rather than list programs) Medicine 4. Name of faculty member responsible for the course Dr. Ghaiath Hussein (Course Director), Dr. Shazia Iqbal (Course Codirector) 5. Level/year at which this course is offered: L5/ Y3 6. Pre-requisites for this course (if any) 7. Co-requisites for this course (if any) 8. Location if not on main campus 9. Mode of Instruction (mark all that apply) a. Traditional classroom What percentage? b. Blended (traditional and online) What percentage? c. E-learning What percentage? d. Correspondence What percentage? e. Other What percentage? Comments: When needed, the lectures are regularly audio (and sometimes video-) recorded then shared with the students online through Blackboard. X 100
  3. 3. Course Specifications, Ramadan 1438H, June 2017. (MEP 351) Page 3 B Objectives 1. What is the main purpose for this course? This course presents the students to the basics of the ethical practice of healthcare provision by the physician, and the professional standards that the students should meet in any of students’ future roles as a doctor. These roles include students’ duties as team-member, practitioner/clinician, researcher, manager/planner, educator, and patient advocate. The ethical issues surrounding these main domains are presented and discussed. The course also aims to enhance the ability of the students to develop and defend an ethical argument. 2. Briefly describe any plans for developing and improving the course that are being implemented. (e.g. increased use of IT or web based reference material, changes in content as a result of new research in the field) There will innovative means of interaction like the use of debates. Online resources, mainly as cases will also be used. C. Course Description (Note: General description in the form used in Bulletin or handbook) Course Description: This course covers the definition and basics of professionalism and the essential elements of the medical profession, including moral and ethical principles and legal responsibilities underlying the profession. This course provides an overview of many ethical issues that arise in the practice of medicine and research. The course will introduce students to the core elements of ethical reasoning around issues that they could encounter in their future practice. They will be exposed to delivering the highest quality of care and learn how to maintain and develop their competence, appropriately respond to ethical issues encountered in practice, maintain appropriate relations with their patients, colleagues and society and be empathetic to the physical and moral suffering of patients. They will learn giving effective feedback, and working effectively within an interdisciplinary team. This is done provided the guidance given by our Islamic moral heritage represented by Quran and Sunnah, as well the national and international guidelines and codes of ethics. It also approaches the Fiqhi-Legal aspects related to the practice of medicine and the conduct of research, like medical negligence, conflict of interests, and the rights of patients and research participants. It also introduces the students also to the professional and ethical standards to students’ relationships with students’ colleagues, patients (and their families), the health institutions in which the students work, and to the whole community.
  4. 4. Course Specifications, Ramadan 1438H, June 2017. (MEP 351) Page 4 1. Topics to be Covered List of Topics1 No. of Weeks Contact hours Section I: Introduction to medical ethics & professionalism 2 6 Section II: Basics of Islamic Medical Ethics 3 9 Section III: Practical Aspects of Medical Ethics 7 21 Section VI: Ethical issues in health research and public health 3 9 2. Course components (total contact hours and credits per semester): Lecture Tutorial Laboratory/ Studio Practical Other: (seminar) Total Contact Hours Planed 30 15 45 Actual Credit Planed 2 1 3 Actual 3. Additional private study/learning hours expected for students per week. 4. Course Learning Outcomes in NQF Domains of Learning and Alignment with Assessment Methods and Teaching Strategy On the table below are the five NQF Learning Domains, numbered in the left column. First, insert the suitable and measurable course learning outcomes required in the appropriate learning domains (see suggestions below the table). Second, insert supporting teaching strategies that fit and align with the assessment methods and intended learning outcomes. Third, insert appropriate assessment methods that accurately measure and evaluate the learning outcome. Each course learning outcomes, assessment method, and teaching strategy ought to reasonably fit and flow together as an integrated learning and teaching process. (Courses are not required to include learning outcomes from each domain.) Code # NQF Learning Domains And Course Learning Outcomes Course Teaching Strategies Course Assessment Methods 1 The following is rather a list of themes, within which there are detailed topics.
  5. 5. Course Specifications, Ramadan 1438H, June 2017. (MEP 351) Page 5 1.0 Knowledge 1.1 Understand and adhere to Islamic professionalism and ethical principles of clinical practice. (SaudiMEDS-14.2) Lectures & seminars Written examinations, seminars, assignments 1.2 Define professional values which include excellence, altruism, responsibility, compassion, empathy, accountability, honesty and integrity, and a commitment to scientific methods Lectures & seminars Written examinations, assignments 1.3 Describe the dimensions of professional self- regulation and express the need for continuous self-improvement admitting personal limitations including limitations of one’s medical knowledge; Lectures & seminars Written examinations, seminars, assignments 1.4 Define and describe contemporary medical ethics and the main ethical principles of autonomy, beneficence,non-maleficence and justice Lectures & seminars Written examinations, seminars, assignments 1.5 Describe the theories and principles that govern ethical decision making and of the major ethical dilemmas in medicine, particularly those that arise at the beginning and end of life and those that arise from the rapid expansion of knowledge of genetics Lectures & seminars Written examinations, seminars, assignments 1.6 Describe the essential elements of the medical profession, including moral and ethical principles and legal responsibilities underlying the profession; Lectures & seminars Written examinations, seminars, assignments 1.7 Describe the circumstances under which the breaking of confidentiality can and should occur. Lectures & seminars Written examinations, seminars, assignments 1.8 Describe and apply in practice the principles of patient consent including relation of capacity, competence,and respect for autonomy, criteria for consent to be valid and legal, criteria for ordinate refusalof consent, implied consent, age of legal capacity, advance directives and statements and consent for research. Lectures & seminars Written examinations, seminars, assignments 2.0 Cognitive Skills
  6. 6. Course Specifications, Ramadan 1438H, June 2017. (MEP 351) Page 6 2.1 Demonstrate the importance of psychosocial, spiritual, religious, and cultural factors in patient management. (SaudiMEDS) Lectures & seminars Written examinations, seminars, assignments 2.2 Demonstrate reflection and learning from errors.(SaudiMEDS) Lectures & seminars Written examinations, seminars, assignments 2.3 Recognize the roles of various healthcare professionals involved in patient care and collaborate with them (SaudiMEDS) Lectures & seminars Written examinations, seminars, assignments 2.4 Recognize and advocate the rationale and importance of teamwork.(SaudiMEDS) Lectures & seminars Written examinations, seminars, assignments 2.5 Demonstrate the ability to deal with patients who have difficult circumstances. (SaudiMEDS- 10.2) Lectures & seminars Written examinations, seminars, assignments 2.6 Demonstrate the ability to prevent and resolve inter-professional team conflicts. (SaudiMEDS- 11.4) Lectures & seminars Written examinations, seminars, assignments 2.7 Recognize threats to medical professionalism posed by conflict of interest. (SaudiMEDS- 13.3) Lectures & seminars Written examinations, seminars, assignments 2.8 Apply the theories and principles that govern ethical decision making to the major ethical dilemmas in medicine (beneficence, non- maleficence, autonomy, probity, justice). (SaudiMEDS- 14.1) Lectures & seminars Written examinations, seminars, assignments 2.9 Demonstrate a commitment to lifelong learning. (SaudiMEDS) Lectures & seminars Written examinations, seminars, assignments 2.10 Demonstrate appropriate leadership and management skills. (SaudiMEDS) Lectures & seminars Written examinations, seminars, assignments 2.11 Demonstrate the ability to manage one’s own time and balance between professional and personal responsibilities. (SaudiMEDS) Lectures & seminars Written examinations, seminars, assignments 2.12 Recognize various roles of medical professional as a practitioner, an educator,and a scientist. (SaudiMEDS- 15.1) Lectures & seminars Written examinations, seminars, assignments 2.13 Recognize ethical and governance issues involved in medical research.(SaudiMEDS- 16.1) Lectures & seminars Written examinations, seminars, assignments 2.14 Explain the need for respect of colleagues and other healthcare professionals and the positive collaborative relationship with them Lectures & seminars Written examinations, seminars, assignments 2.15 Explain the ways and means of planning effectively and managing efficiently one’s own time and activities to cope with uncertainty, adapt to change; and take personal responsibility for the care of individual patients. Lectures & seminars Written examinations, seminars, assignments 2.16 Dealwith the aftermath of errors, in both doctors and patients. (SaudiMEDS) Lectures & seminars Written examinations, seminars, assignments
  7. 7. Course Specifications, Ramadan 1438H, June 2017. (MEP 351) Page 7 2.17 Explain the threats to medical professionalism posed by the conflicts of interest inherent in various financial and organizational arrangements for the practice of medicine Lectures & seminars Written examinations, seminars, assignments 3.0 Interpersonal Skills & Responsibility 3.1 Make decisions in partnership with patients and/or their careers. (SaudiMEDS-6.7) Lectures & seminars Written examinations, seminars, assignments 3.2 Advocate access to healthcare for members of traditionally underserved populations (rural communities, people with disabilities, minorities and others). (SaudiMEDS-8.3) Lectures & seminars Written examinations, seminars, assignments 3.3 Place the patient’s interests above one’s own. (SaudiMEDS) Lectures & seminars Written examinations, seminars, assignments 3.4 Uphold honesty, respect and integrity in all interactions with patients, families and colleagues. (SaudiMEDS) Lectures & seminars Written examinations, seminars, assignments 3.5 Respect patient and physician confidentiality, and be aware of the legal, ethical and medical issues surrounding patient’s documentation. (SaudiMEDS) Lectures & seminars Written examinations, seminars, assignments 3.6 Be accountable at all times with special emphasis on awareness of one’s own limitations. (SaudiMEDS) Lectures & seminars Written examinations, seminars, assignments 3.7 Express the moral obligation to provide end-of- life care,including palliation of symptoms; recognition of ethical and medical issues in patient documentation, plagiarism, confidentiality and ownership of intellectual property Lectures & seminars Written examinations, seminars, assignments 4.0 Communication, Information Technology, Numerical 4.1 Cope adaptively and seek appropriate help for stresses,illness and problems likely to occur during medical training and practice. (SaudiMEDS) Lectures & seminars Written examinations, seminars, assignments 4.2 Adhere to health institutes’ rules and regulations and the principles of quality focus practice. (SaudiMEDS) Lectures & seminars Written examinations, seminars, assignments 4.3 Report any concurrent physical, social or mental ailment that would affect patient care to appropriate authorities. (SaudiMEDS-7.6) Lectures & seminars Written examinations, seminars, assignments 4.4 Use appropriate approaches for establishing trust with, and showing respect for, patients and colleagues Lectures & seminars Written examinations, seminars, assignments Communicate effectively with patients and their families regardless of their age,gender, social, cultural, religious, or ethnic backgrounds. (FMC
  8. 8. Course Specifications, Ramadan 1438H, June 2017. (MEP 351) Page 8 - 10.1) Break bad news sensitively and effectively. (FMC - 10.3) Dealwith the aftermath of errors, in both doctors and patients. (FMC – 7.2) Demonstrate reflection and learning from errors. (FMC – 7.3) Demonstrate the ability in written communications, including core-writing skills (patient records, referrals,medical reports). (FMC - 10.4) 5.0 Psychomotor 5.1 5.2 5. Schedule of Assessment Tasks for Students During the Semester Assessment task (i.e., essay, test, quizzes, group project, examination, speech, oral presentation, etc.) Week Due Proportion of Total Assessment 1 Seminars 12 10 2 Quiz 1 12 10 3 Quiz 2 12 10 4 Mid-term exam 8 20 5 Assignment/ report 14 10 6 Final exam 16 40 7 8
  9. 9. Course Specifications, Ramadan 1438H, June 2017. (MEP 351) Page 9 D. Student Academic Counseling and Support 1. Arrangements for availability of faculty and teaching staff for individual student consultations and academic advice. (include amount of time teaching staff are expected to be available each week) Blackboard: The Blackboard is the main platform of communication and announcements for this course. Students are expected to access it at least twice a week. Moreover, paper announcements will still be posted in relevant ad boards in the faculty. Though students’ leaders are responsible for making sure all students are aware of any possible changes or important announcements, the main and foremost responsibility lies on each of the individual students to know and keep themselves updated. Emails: Each student should have an active email, whether a college mail or otherwise. The student needs to check his/her email at least twice a week. To reduce the usage of paper, we encourage email submission of an e-copy even unless it is requested to submit a hardcopy. The students are provided with the following guidelines for sending emails and attachment: a. Every email sent to the Course Director must have a title (Subject). b. Emails have to be signed (the student's name, level/batch, and group, if applicable.) c. All email attachments should be named (i.e. have name), preferably in the following format: Subject_sender_date. For example, if your name is Omar Ali and you are sending the first assignment that you finished on 8th of September, 2018, then the file should be named as “Assignment1_Omar-Ali_08-09-16”, or “assignment1_Omar(08.09.16)”, or in any meaningful format. d. Emails should be related to the course only. Emails that are about any other subjects may not be responded to. e. Emails should be written in a formal language. Office appointments: Students may request to meet the Course Director by requesting an office appointment. There will be given days and times for office hours. Regular meetings with the groups’ leaders will be held to reflect you concerns. Meeting the Course Director outside the office hours is not granted except in urgent/emergency situations. Female students should only contact the female Course Co-director. E Learning Resources 1. List Required Textbooks 1. Hussein, G., Al-Kabba, A.F., & Kasule, O. 2015. Professionalism and Ethics Handbook for Residents. (Free download from: http://www.scfhs.org.sa/Media/OtherPublications/Documents/Professionalism%20and%20Ethics% 20Handbook%20for%20Residents.pdf)
  10. 10. Course Specifications, Ramadan 1438H, June 2017. (MEP 351) Page 10 2. Code of Ethics for Healthcare Practitioners. Saudi Commission for Health Specialties, Riyadh - 2014 (free download from: http://www.scfhs.org.sa/Reglations/CR/Documents/%D8%A3%D8%AE%D9%84%D8%A7%D9%82%D9% 8A%D8%A7%D8%AA%20%D8%A7%D9%84%D9%85%D9%85%D8%A7%D8%B1%D8%B3%20%D8 %A7%D9%84%D8%B5%D8%AD%D9%8A.pdf) 2. List Essential References Materials (Journals, Reports, etc.) 1. Saudi Regulations on Health Professional Practice issued by Royal Decree No M/59 dated 4-11-1426H 2. Medical Ethics, letters. BMJ 1994; 309: 1159-1160. 3. Ethics for Health Professionals. GCC documents. Riyadh, Saudi Arabia Feb 2003. 4. Ethics of the Medical Profession: A Manual Guide for Medical Practitioners. 2ndedition 1424H. Saudi Council for Health Specialties 3. List Recommended Textbooks and Reference Material (Journals, Reports, etc) 1 . ‫العلمي‬ ‫والبحث‬ ‫المطبوعات‬ ‫وكالة‬ ،‫الرحيلي‬ ‫هللا‬ ‫ضيف‬ ‫بن‬ ‫هللا‬ ‫عبد‬ .‫د‬.‫أ‬ .‫الكتسابها‬ ‫ومنطلقات‬ ‫قواعد‬ :‫الفاضلة‬ ‫األخالق‬ ،‫واإلرشاد‬ ‫والدعوة‬ ‫واالوقاف‬ ‫اإلسالمية‬ ‫الشؤون‬ ‫بوزارة‬ ‫طبعة‬ 1434 ‫هـ‬ 2 . ‫وآخرون‬ ‫موسى‬ ‫العزيز‬ ‫عبد‬ ‫عمر‬ .‫د‬.‫أ‬ ‫تأليف‬ ،‫الطبيب‬ ‫فقه‬ . 3 . ‫البار‬ ‫علي‬ ‫بن‬ ‫محمد‬ .‫د‬.‫أ‬ ‫و‬ ‫السباعي‬ ‫زهير‬ .‫د‬.‫أ‬ ، ‫وفقهه‬ ‫أدبه‬ : ‫الطبيب‬ . 4. List Electronic Materials, Web Sites, Facebook, Twitter, etc. Prof. Omar Kasule’s Islamic Medical Education Resources: http://omarkasule-03.tripod.com http://www.bioethics.com/ https://www.edx.org/course/introduction-bioethics-georgetownx-phlx101-02x http://bioethics.nih.gov/courses/index.shtml F. Facilities Required Indicate requirements for the course including size of classrooms and laboratories (i.e. number of seats in classrooms and laboratories, extent of computer access, etc.) 1. Accommodation (Classrooms, laboratories, demonstration rooms/labs, etc.) Classrooms equipped with speakers (and internet connection, if needed) 2. Computing resources (AV, data show, Smart Board, software, etc.) Podium and projector (data show) 3. Other resources (specify, e.g. if specific laboratory equipment is required, list requirements or attach list)
  11. 11. Course Specifications, Ramadan 1438H, June 2017. (MEP 351) Page 11 G Course Evaluation and Improvement Processes 1 Strategies for Obtaining Student Feedback on Effectiveness of Teaching There is an online evaluation form following each teaching activity on the course’s website. 2 Other Strategies for Evaluation of Teaching by the Instructor or by the Department Quality Unit distributes questionnaires for the students to fill at the end of each course. 3 Processes for Improvement of Teaching The continuous students’ feedback will be fed to the facilitators so as to improve their teaching style and interaction, if needed. 4. Processes for Verifying Standards of Student Achievement (e.g. check marking by an independent member teaching staff of a sample of student work, periodic exchange and remarking of tests or a sample of assignments with staff at another institution) Done regularly by the assessment unit. 5 Describe the planning arrangements for periodically reviewing course effectiveness and planning for improvement. After the delivery of the course, a course report is prepared and presented to the CMC (Curriculum Management Committee) at the end of each semester. Name of Course Instructor: ___________Ghaiath Hussein_______________________ Signature: ______________________ Date Specification Completed: ___30/5/2018____ Program Coordinator: ___________________________________________________ Signature: _________________________ Date Received: ________________

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