This is a problem-based-learning (PBL) course. That means,
things but principally, that the students are responsible for their own learning.
The professor and student facilitators have no role other than
to help students learn for themselves and by themselves (in groups).
To make this possible - and to make things as much like the way
lifelong learning takes place, in this case in healthcare settings - the
class will be divided into small groups. There will be democracy in terms of
choices of cases from the 2 textbooks. But the main point is to choose
cases that will be controversial for the students themselves - which will
make learning easier and more fun.
The texts are TOUGH DECISIONS and CLASSICAL CASES.
This year we will introduce a new wrinkle: because the final
(below) constitutes such an important part of the class, time at the
beginning - before group work - will be devoted to how to use Weston's
RULEBOOK FOR ARGUMENTS for critiquing arguments (both in books and in
class discussion). The final paper - which reflects the best aspects of learning.
class discussions - is due the LAST DAY OF CLASS.
Paper length is 15 pages minimum - at least 6 pages of clinical
(or related) material, and 9 pages of controversial discussion. This year
(another new wrinkle), both parts will be graded. The background
material, together with class participation, will count ONE THIRD of the
final grade; the ethics discussion counts for the other TWO THIRDS.