.
Philosophy and Medical Ethics
Study Course Description
Course Description Statuss:Approved
Course Description Version:4.00
Study Course Accepted:08.11.2022 12:27:34
| Study Course Information | |||||||||
| Course Code: | LUSDK_036 | LQF level: | Level 6 | ||||||
| Credit Points: | 2.00 | ECTS: | 3.00 | ||||||
| Branch of Science: | Philosophy; Ethics | Target Audience: | Medical Services; Nursing Science | ||||||
| Study Course Supervisor | |||||||||
| Course Supervisor: | Helmuts Caune | ||||||||
| Study Course Implementer | |||||||||
| Structural Unit: | Department of Welfare and Social Work | ||||||||
| The Head of Structural Unit: | |||||||||
| Contacts: | Riga, 26a Anninmuizas boulevard, socdk rsu[pnkts]lv, +371 67061575 | ||||||||
| Study Course Planning | |||||||||
| Full-Time - Semester No.1 | |||||||||
| Lectures (count) | 6 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 12 | ||||
| Classes (count) | 10 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 20 | ||||
| Total Contact Hours | 32 | ||||||||
| Part-Time - Semester No.1 | |||||||||
| Lectures (count) | 6 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 12 | ||||
| Classes (count) | 6 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 12 | ||||
| Total Contact Hours | 24 | ||||||||
| Study course description | |||||||||
| Preliminary Knowledge: | Not required. | ||||||||
| Objective: | In the Philosophy section: giving students a systematic picture and basic knowledge of the historical development of philosophical thought in the world and in Latvia; developing independent thinking skills and ability for students to gain their confidence in the ongoing processes in society and in the world as a whole; to be aware and understand their place as an individual in it; to present students with key philosophic categories, concepts and theories in the historical process, and with portraits of the most prominent philosophers of the past and present; In the Medical ethics section: to provide students with basic knowledge and understanding of the place and role of ethics and morality in society; their historical development in the world and in Latvia, and their role in the development and growth of personality; to present the beginnings of the ethics of Medicine to our day's modern scientific and technological discoveries and their challenges in the field of medical ethics; to provide students with adequate and deep knowledge of the conditions and role of medical ethics in health care; patient and medical staff of health-care relations, responsibilities, rights and possible conflict solutions; to provide understanding of the mandatory observance of the rules and principles of medical ethics and their promotion. | ||||||||
| Topic Layout (Full-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | Ethical issues, history, directions and areas of activity. Ethical aspects of human life. The beginning and development of Medical ethics. The main features, differences and characteristics of Medical ethics. | Lectures | 1.00 | auditorium | |||||
| 2 | Key issues of Medical ethics and their grounds for the determination of ethical principles in medicine and observance of rules of law. Patient rights and ethics in medicine. Solutions for different cases (situational ethics/dilemmas) in the field of Medical ethics. | Lectures | 1.00 | auditorium | |||||
| 3 | Understanding the place and role of ethics and morality in society. Historical development of ethics in the world and Latvia. Their role in creating and developing personality. Special nature and importance of Medical ethics. | Classes | 1.00 | auditorium | |||||
| 4 | The essential aspects and nature of Medical ethics. Hippocratic oath (460-377 BC). Basic fundamental principles of Medical ethics. De-ontology’s place and role in the development of Medical ethics and today's challenges. | Lectures | 1.00 | auditorium | |||||
| 5 | The Code of Medical ethics and the issues and meanings contained. Mutual cooperation between medics and patients, potential challenges and solutions to the ethical decision-making processes in health-care environment and levels of responsibility. Issues/challenges and solutions for the cooperation of medical and health-care personnel (medical staff). | Classes | 1.00 | auditorium | |||||
| 7 | Cooperation issues, problems, solutions for physicians and health-care personnel. Medical research study, testing rules, procedures, meaning. Medical ethics Committees, their activities, powers, meaning. Aspects of the rules and internationally adopted guidelines for Medical ethics. World Medical Association. Modern technology in the field of medical research and ethical aspects. Medical ethics and issues in Latvia. | Lectures | 1.00 | auditorium | |||||
| 8 | Procedures and ways of establishing ethical principles and rules for the monitoring of ethics of medical (health-care) research. The responsibility of individuals in medical studies and health-care. Organ transplantation issues. Euthanasia. Other issues. | Classes | 1.00 | auditorium | |||||
| 10 | The Medical ethics Law (norms), regulations and the history of their development. The role of international organizations in ensuring the standards of Medical ethics. International norms in Medical ethics, their impact and implementation in National regulations. Patient rights issues and practical solutions in Latvia. | Classes | 1.00 | auditorium | |||||
| 11 | Philosophy, its description and fundamental issues: Greek “phileo” (love) and “sophia” (wisdom) – “love for wisdom”, a form of cognition about the world and other processes; human intelligence on the processes and principles of nature, society, thinking and knowledge; a view and discussion of life (intellectual activity). Key basic aspects of philosophy (what is human, the origin, nature, mind, thinking, logic, rights, virtue, axiology, gnosis, ontology, etc.) | Classes | 1.00 | auditorium | |||||
| 12 | History of philosophy and development of cognition processes. Antique philosophy (East and West). Greek classical philosophy and its impact in the world. The main representatives of the philosophical thought in the Ancient World and their significance of further development of philosophy. | Lectures | 1.00 | auditorium | |||||
| 14 | Empiricism and Rationalism, the main representatives. The balanced role of Empiricism and Rationalism in the future cognition and research processes. Philosophy’s post-classic period. The legacy of J.G. Fihte and G.Hegel on the development of philosophical thoughts in Europe. Marxist philosophy. The expansion of Marxist-Leninism ideology in the world and today's situation. | Lectures | 1.00 | auditorium | |||||
| 15 | Philosophy of life. Existentialism. A quest for the meaning and existence of life. The most important representatives of the Existentialism and their philosophical thought. Zigismund Freud and the Concept of Psychoanalysis. Karl Gustav Jung, founder of the Analytical Psychology. Criticism of Freud's philosophy. | Classes | 1.00 | auditorium | |||||
| 16 | The historical development of philosophical thought in Latvia. The most prominent representatives of the Latvian philosophy and their contribution to the philosophical thought. Modern Latvian philosophy. | Classes | 1.00 | auditorium | |||||
| 17 | The concept and use of the term “Modernism” and “Post-modernism”. The hallmarks and ideas of Modernism: a significant shift of values and principles. A change in the world's view of the 20th/21st century. Globalization. | Classes | 1.00 | auditorium | |||||
| 18 | Philosophy as power, its use in historical review. The development and fundamental value of the Rights philosophy. The importance of philosophy. Fostering a common sense of trust and mutual respect in society. The need for criticism, opportunities and rights. Philosophy as a “Hand book” for relationships. | Classes | 2.00 | auditorium | |||||
| Topic Layout (Part-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | Ethical issues, history, directions and areas of activity. Ethical aspects of human life. The beginning and development of Medical ethics. The main features, differences and characteristics of Medical ethics. | Lectures | 1.00 | auditorium | |||||
| 3 | Understanding the place and role of ethics and morality in society. Historical development of ethics in the world and Latvia. Their role in creating and developing personality. Special nature and importance of Medical ethics. | Classes | 1.00 | auditorium | |||||
| 4 | The essential aspects and nature of Medical ethics. Hippocratic oath (460-377 BC). Basic fundamental principles of Medical ethics. De-ontology’s place and role in the development of Medical ethics and today's challenges. | Lectures | 1.00 | auditorium | |||||
| 5 | The Code of Medical ethics and the issues and meanings contained. Mutual cooperation between medics and patients, potential challenges and solutions to the ethical decision-making processes in health-care environment and levels of responsibility. Issues/challenges and solutions for the cooperation of medical and health-care personnel (medical staff). | Classes | 1.00 | auditorium | |||||
| 6 | Basic principles of medical care (health-care): Respect for Human rights. Compassion. Competency. Patient’s autonomy/Rights of self-determination. Informed consent. Confidentiality. | Lectures | 1.00 | auditorium | |||||
| 9 | Medical staff relationships and assessment of behaviour earlier and now. The impact of the hierarchy of medical staff on their relationships. The most important ethical principles of mutual relationships and their regulations. Potential conflict issues, problems and solutions. The role of professional ethics in improving and promoting health-care environment. | Lectures | 1.00 | auditorium | |||||
| 10 | The Medical ethics Law (norms), regulations and the history of their development. The role of international organizations in ensuring the standards of Medical ethics. International norms in Medical ethics, their impact and implementation in National regulations. Patient rights issues and practical solutions in Latvia. | Classes | 1.00 | auditorium | |||||
| 11 | Philosophy, its description and fundamental issues: Greek “phileo” (love) and “sophia” (wisdom) – “love for wisdom”, a form of cognition about the world and other processes; human intelligence on the processes and principles of nature, society, thinking and knowledge; a view and discussion of life (intellectual activity). Key basic aspects of philosophy (what is human, the origin, nature, mind, thinking, logic, rights, virtue, axiology, gnosis, ontology, etc.) | Classes | 1.00 | auditorium | |||||
| 13 | Further development of the philosophical thought and its characteristics. Medieval period. Renaissance. Enlightenment. The latest times. The most important philosophers, their thoughts and significance in the world. | Lectures | 1.00 | auditorium | |||||
| 14 | Empiricism and Rationalism, the main representatives. The balanced role of Empiricism and Rationalism in the future cognition and research processes. Philosophy’s post-classic period. The legacy of J.G. Fihte and G.Hegel on the development of philosophical thoughts in Europe. Marxist philosophy. The expansion of Marxist-Leninism ideology in the world and today's situation. | Lectures | 1.00 | auditorium | |||||
| 15 | Philosophy of life. Existentialism. A quest for the meaning and existence of life. The most important representatives of the Existentialism and their philosophical thought. Zigismund Freud and the Concept of Psychoanalysis. Karl Gustav Jung, founder of the Analytical Psychology. Criticism of Freud's philosophy. | Classes | 1.00 | auditorium | |||||
| 17 | The concept and use of the term “Modernism” and “Post-modernism”. The hallmarks and ideas of Modernism: a significant shift of values and principles. A change in the world's view of the 20th/21st century. Globalization. | Classes | 1.00 | auditorium | |||||
| Assessment | |||||||||
| Unaided Work: | 1. Analysis and presentation of philosophical/medical ethics texts (according to lecturer's instructions); 2. Systematic, independent study of theoretical literature; 3. Presentation of independently prepared-designed work. In addition to attending lectures and work-shops for successful studies students are requested to use, in their own work, both the sources already indicated here as well as actively search and use the necessary documents in the libraries and internet sources. | ||||||||
| Assessment Criteria: | 1. Regular attendance of lectures/work-shops; 2. Activity in lectures and work-shops; 3. Final (written) exam. During the course of studies, according to lecturer's instructions, students will have to develop and defend their paper of thought (in the form of discussion), based on lectures, practical work and knowledge acquired. A particular attention will be paid to students' ability to use acquired knowledge in their work and the analysis of the selected topic (problem). In addition, students must prepare a presentation that would reflect the freely chosen issue from the area of Philosophy or Medical Ethics. Finally, there is a written exam in which students will have to answer 2 questions from Philosophy section and 2 questions (issues) from Medical ethics section. The final grade will be judged on the 10-point evaluation system. | ||||||||
| Final Examination (Full-Time): | Exam | ||||||||
| Final Examination (Part-Time): | Exam | ||||||||
| Learning Outcomes | |||||||||
| Knowledge: | As a result of study course acquisition, students will gain basic knowledge about the specificity of philosophical thought in the different historical epocha; will know to identify and name the most important representatives, their ideas and contribution in the world; students will learn the most important aspects, directions and scope of various ethics; name and describe the main principles, values, conditions and rules of medical ethics; will gain knowledge of medical research various issues and patient care; patients' rights and their relationship with the treating staff; will know how to apply medical ethics in their professional work, and recognize, evaluate and point to medical ethics dilemmas and their solutions. | ||||||||
| Skills: | Students will have skills and be able to choose the most appropriate philosophical lessons in the solutions of certain problems; will be able to apply their knowledge of philosophical thought to practical situations; will be skilled to discover, see and analyze general ethics, but in particular the various issues of medical ethics and morality in their professional work; skilled to see and address the various challenges, dilemmas, their causes; take the necessary steps to prevent potential medical ethics violations in their working environment and surroundings; act in most professionally way in various situations in health care; will be able to demonstrate in practice the high standards of their personal professionalism applying medical ethics and morality. | ||||||||
| Competencies: | Students will be competent and able to formulate what philosophical lessons in certain circumstances are the most appropriate and effective for solutions of certain problems; as a result of studies, students will be able to address the society's socio-political challenges with a high level of competence; with acquired knowledge and skills, students will be competent to demonstrate their professionalism and their moral and ethical behavior in the field of medical ethics, its application in the relevant working environment based on ethical values, principles and rules; with their personal example students will improve the competence and professionalism of the work environment they will be in, especially in respect of medical ethics; students acquired competence will greatly contribute to the high level of professional and ethical health care in their further professional tasks. | ||||||||
| Bibliography | |||||||||
| No. | Reference | ||||||||
| Required Reading | |||||||||
| 1 | M.Kūle, R.Kūlis. Filosofija. – Rīga, 1998. (izdevums akceptējams) | ||||||||
| 2 | A.Vilks. Ievads filozofijā vidusskolām. – Rīga: RaKA, 2000. (izdevums akceptējams) | ||||||||
| 3 | A.Vilks. Vārdnīca filozofijā vidusskolām. – Rīga: RaKa, 2000. (izdevums akceptējams) | ||||||||
| 4 | Allen, James F. Health law & medical ethics for healthcare professionals / James F. Allen Jr. Boston : Pearson, 2012, c2013. xxii, 242 lpp. | ||||||||
| 5 | Biomedicīnas ētika : teorija un prakse / Rīgas Stradiņa universitāte. Humanitāro zinātņu katedra ; sastādītāja Vija Sīle ; [autori: G. Ķilkuts ... [u.c.]. Rīga : Rīgas Stradiņa universitāte, 2006. 226 lpp. (izdevums akceptējams) | ||||||||
| 6 | Corey, Gerald. Issues and ethics in the helping professions / Gerald Corey, Marianne Schneider Corey, Patrick Callanan. 8th ed. Belmont, CA : Brooks/Cole / Cengage Learning, c2011. xxv, 597 lpp. (pbk., international ed.). | ||||||||
| 7 | Medicīnas ētikas rokasgrāmata, Pasaules Medicīnas Asociācija, II izdevums, Latvijas Ārstu biedrība, SIA „Nacionālais apgāds”, Rīga, 2009. (izdevums akceptējams) | ||||||||
| 8 | Signe Dauškāne-Platace,Veselības aprūpes un veicināšanas institūcijās iesaistītā personāla izglītošana pacientu tiesību aktuālos jautājumos. Nacionālais apgāds, Rīga, 2009. (izdevums akceptējams) | ||||||||
| 9 | Sīle V. „Medicīnas ētikas pamatprincipi”, Rīga, 1999. (izdevums akceptējams) | ||||||||
| 10 | Biomedicīnas pētījumus reglamentējošie tiesību akti Latvijā. Eiropas Sociālais Fonds, Eiropas Savienība, 2009. (izdevums akceptējams) | ||||||||
| 11 | Ētikas vadlīnijas bioloģijas un biomedicīnas pētījumiem ar cilvēku iesaisti. Eiropas Sociālā Fonda projekts, Latvijas Universitāte, 2009. (izdevums akceptējams) | ||||||||
| 12 | Pēteris Apinis, Medicīnas ētika 21. gadsimtā, žurnālā „Latvijas Ārsts", 2015. janvāris | ||||||||
| 13 | WMA International Code of Medical Ethics, World Medical Association | ||||||||
| 14 | World Medical Association Medical Ethics Manual. 3rd ed., 2015. | ||||||||
| 15 | David Albert Jones, Human Dignity in Healthcare: A Virtue Ethics Approach In Journal „The New Bioethics”, Volume 21, - Issue 1, pages 87-97., 2015. | ||||||||
| 16 | Medical Ethics and Nursing Ethics: Is There Really Any Difference? March/April 2006, Volume 29 Number 2 , page 182 – 183, Lippincott Nursing Center. (izdevums akceptējams) | ||||||||
| 17 | Raanan Gillon, Nursing ethics and medical ethics, Imperial College of Science and Technology, London University | ||||||||
| 18 | Top Ten philosophical issues of the 21st Century | ||||||||
| 19 | What are the current problems/issues/disputes in modern philosophy? | ||||||||
| 20 | Agnes Oluoch, 5 Skills you Gain from Studying Philosophy | ||||||||
| 21 | Philosophy. Encyclopedia Britannica Academic Edition | ||||||||
| 22 | Ārvalstu studentiem/For international students | ||||||||
| 23 | Philosophy. Encyclopedia Britannica Academic Edition | ||||||||
| 24 | Medical Ethics and Nursing Ethics: Is There Really Any Difference? March/April 2006, Volume 29 Number 2 , page 182 – 183, Lippincott Nursing Center. (izdevums akceptējams) | ||||||||
| 25 | David Albert Jones, Human Dignity in Healthcare: A Virtue Ethics Approach In Journal „The New Bioethics”, Volume 21, - Issue 1, pages 87-97., 2015. | ||||||||
| 26 | Top Ten philosophical issues of the 21st Century | ||||||||
| Additional Reading | |||||||||
| 1 | A.Vilks. Politiskā pūļa latvietis. – Rīga: N.I.M.S., 2013. | ||||||||
| 2 | A.Vilks. Pasaules filozofija: Antoloģija, 1. daļa. – Rīga: RaKa, 2001. | ||||||||
| 3 | A.Vilks. Pasaules filozofija: Antoloģija, 2. daļa. – Rīga: RaKa, 2002. | ||||||||
| 4 | Apinis, Pēteris, Latvijas ārsti un pacienti globalizācijas laikmetā / Pēteris Apinis. Rīga : Nacionālais apgāds, 2007. 126 lpp. | ||||||||
| 5 | Casebook on ethical issues in international health research. Krievu val. Этические аспекты проведения международных исследований в области здравоохранения. Сборник ситуационных задач / редакторы: Ричард Кэш ... [и др.] ; заместитель редактора: Рева Гутник ; под общей редакцией Астрид Штукельбергер и Филиппа Шатонэ; Всемирная Организация Здравоохранения. Женева : Всемирная Организация Здравоохранения, 2012. 210 lpp. | ||||||||
| 6 | „Ethically speaking”, A Newsletter of the European Group on Ethics in Science and Journal of Medical Ethics. London, U.K., periodisks izdevums, RSU Ētikas komiteja | ||||||||
| 7 | Kalniņa, Zaiga Priede. Māsas prakse, pamatota teorijā / Zaiga Priede Kalniņa, prof. (ASV) Milwaukee, Wisconsin, 1998. 210 lpp | ||||||||
| 8 | O’Neill. Autonomy and Trust in Bio-ethics, Cambridge University Press | ||||||||
| 9 | Connie M. Ulrich, Nursing Ethics in Everyday Practice, Sigma Theta Tau International, USA, 2012. | ||||||||
| 10 | What Can You Do With a Philosophy Degree? 2015. | ||||||||
| 11 | Philosophy Timeline: Greek, Roman Timeline, Middle Ages, Renaissance, Enlightenment Industrial Revolution Modern Timeline. | ||||||||
| 12 | Ārvalstu studentiem/For international students | ||||||||
| 13 | Philosophy Timeline: Greek, Roman Timeline, Middle Ages, Renaissance, Enlightenment Industrial Revolution Modern Timeline. | ||||||||
| 14 | Connie M. Ulrich, Nursing Ethics in Everyday Practice, Sigma Theta Tau International, USA, 2012. | ||||||||
| 15 | O’Neill. Autonomy and Trust in Bio-ethics, Cambridge University Press | ||||||||
| Other Information Sources | |||||||||
| 1 | Medicīnas ētikā: | ||||||||
| 2 | Sīle,V. „Profesionālās ētikas aktuālās problēmas”. RSU Zinātniskie Raksti, Rīga, 2005. | ||||||||
| 3 | Citi avoti: | ||||||||
| 4 | Ārsta (mediķu) profesionālā ētika. | ||||||||
| 5 | Biomedicīnas pētījumus reglamentējošie tiesību akti Latvijā. | ||||||||
| 6 | Council of Europe, Health and Bioethics | ||||||||
| 7 | Council of Europe, Committee on Bioethics | ||||||||
| 8 | Informēta piekrišana dalībai biomedicīnas pētījumā. Informācija par dokumentāciju pētījumos | ||||||||
| 9 | Pasaules Veselības organizācijas (PVO) vadlīnijas ētikas komitejām pētījumu izvērtēšanai (2000) pieejams teksts angļu valodā | ||||||||
| 10 | The International Association of Bioethics | ||||||||
| 11 | Ārvalstu studentiem/For international students | ||||||||
| 12 | The International Association of Bioethics | ||||||||
| 13 | Council of Europe, Health and Bioethics | ||||||||
