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BIOETHICS -NOT A LUXURY BUT TODAY’S NEED Dr Faisal Ghani Siddiqui FCPS, PGD-Bioethics Associate Professor Surgery Liaquat University of Medical & Health Sciences Jamshoro faisalgsiddiqui@gmail.com www.lumhs.edu.pk. PRE AMBEL. What is Bioethics? Bioethics in Pakistan Why teach Bioethics?

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  1. BIOETHICS-NOT A LUXURY BUT TODAY’S NEEDDr Faisal Ghani SiddiquiFCPS, PGD-BioethicsAssociate Professor SurgeryLiaquat University of Medical & Health SciencesJamshorofaisalgsiddiqui@gmail.comwww.lumhs.edu.pk LIAQUAT UNIVERSITY OF MEDICAL & HEALTH SCIENCES JAMSHORO

  2. PREAMBEL • What is Bioethics? • Bioethics in Pakistan • Why teach Bioethics? • Bioethics teaching; our experience at Liaquat University of Medical & Health Sciences, Jamshoro LIAQUAT UNIVERSITY OF MEDICAL & HEALTH SCIENCES JAMSHORO

  3. What is Bioethics?

  4. LIAQUAT UNIVERSITY OF MEDICAL & HEALTH SCIENCES JAMSHORO -the philosophical study of ethical controversiesbrought about by advances in Biology and Medicine

  5. Human subjects at Nuremberg

  6. Nuremberg War Crimes Trial

  7. BELMONT REPORT1979 National Commission for the Protection of Human Subjects of Biomedical and Behavioural Research 1974

  8. PRINCIPLES OF BIOETHICS • Respect for Autonomy of individuals • Beneficence • Justice (Equal distribution of resources) • Non-maleficencee(Harm to no one) LIAQUAT UNIVERSITY OF MEDICAL & HEALTH SCIENCES JAMSHORO

  9. BIOETHICS: THE WESTERN WORLD • Fast growing discipline • Formal teaching in all institutions • Degree programs with specialization in bioethics • Over one dozen English-language journals LIAQUAT UNIVERSITY OF MEDICAL & HEALTH SCIENCES JAMSHORO

  10. Bioethics in Pakistan

  11. It is time totrain future physicians theethical values of our profession

  12. Why teach Bioethics to our Undergraduate Medical Students?

  13. 3 DOMAINS OF ADULT LEARNING

  14. CURRENT SITUATION • No ethics teaching for undergraduates (except AKU, Karachi) • Dearth of trained teachers LIAQUAT UNIVERSITY OF MEDICAL & HEALTH SCIENCES JAMSHORO

  15. BIOETHICS AT LUMHS • Go ahead from Prof. Noshad Shaikh,, Vice Chancellor LUMHS • Approved by the Academic Council • Formal classes started in Novemebr 2007 • Lectures conducted at LUMHS and its 3 affiliated medical colleges • First semester MBBS/BDS already completed

  16. Liaquat University of Medical Health Sciences stands proud today for being the first ever Public Sector Medical University to introduceBioethicsas a discipline in undergraduate syllabus

  17. Large number of students Lectures Small faculty Small Group Discussions Case Scenarios & Problem-based Tutorials FUTURE VISION

  18. SETBACKS • Short of staff • Lack of incentives for the existing faculty • Lack of capacity building in the tutorial staff LIAQUAT UNIVERSITY OF MEDICAL & HEALTH SCIENCES JAMSHORO

  19. IN CONCLUSION Its high time that we set our priorities right and train our future physicians the ethical values of our profession before image of medical professionals deteriorates any further in the eyes of the general public ! LIAQUAT UNIVERSITY OF MEDICAL & HEALTH SCIENCES JAMSHORO

  20. Acknowledgement/ references Acknowledgement/ References • Family Medicine Bioethics. Ethics Committee of the College of Family Physicians of Canada 2005 • Medical Ethics Curriculum. Department of Medical Humanities. The Brody School of Medicine, East Carolina University • Bioethics Curriculum-Postgraduate Residency program. The Aga Khan University Hospital, Karachi • Structure of Graduate Program in Philosophy with a specialization in Bioethics. Rice University /Baylor College of Medicine, Houston, Texas (http://bcm.edu/ethics) • Electives for Undergraduate Medical Students-Centre for Medical Ethics and Health Policy, Baylor College of Medicine, Houston, Texas • Undergraduate Ethics Education at Dalhousie Medical School. Faculty of Medicine, Department of Bioethics, Dalhousie University, Canada. (http://bioethics.medicine.dal.ca/ourwork/edu_and_train.htm) • Professional Development and Ethics for today’s and Tomorrow’s Doctors. The Medical Journal of Australia 2001; 175 : 183-4: 183-4 LIAQUAT UNIVERSITY OF MEDICAL & HEALTH SCIENCES JAMSHORO

  21. Acknowledgement/ references Acknowledgement/ References • The Impact of Three Years ethics Teaching in an Integrated Medical Curriculum on Studentys Proposed Behaviour on Meeting Ethical Dilemmas. Goldie J, Schwartz L, McConnacchie A, Morrison J. Medical Education 2002; 36: 389-497 • Educational Strategies in Currriculum Development: the SPICES model. Harden RM, Sowden S, Dunn WR. Medical Education 1984; 18: 284-297 • Teaching and Assesing Ethics and Law within Medical Education: a model for the UK Core Curriculum. Consensus statement by Teachers of Medical Ethics and Law. Journal of Medical Ethic; June 1998 • Jafarey A, Assistant Professor, Centre of Biomedical Ethics and Culture –personal communication LIAQUAT UNIVERSITY OF MEDICAL & HEALTH SCIENCES JAMSHORO

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