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The ETHICS Project

The ETHICS Project. The Project Partners. Philosophical & Religious Studies (Leeds) Bioscience (Leeds) Health Sciences & Practice (King’s College, London) UKCLE (Law) (Warwick) Medicine, Dentistry & Veterinary Medicine (Newcastle) Psychology (York).

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The ETHICS Project

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  1. The ETHICS Project

  2. The Project Partners • Philosophical & Religious Studies (Leeds) • Bioscience (Leeds) • Health Sciences & Practice (King’s College, London) • UKCLE (Law) (Warwick) • Medicine, Dentistry & Veterinary Medicine (Newcastle) • Psychology (York)

  3. The ETHICS Project placed an emphasis on: • Interdisciplinary collaboration • Ethics Learning and Teaching for students whose primary subject area lies outside philosophy and religious studies.

  4. Mini-Projects funded Four mini-projects were funded.

  5. Creating ethical research: understanding ethics committee decision makingDepartment of Psychology, University of Southampton Recent developments within the NHS, such as The Research Governance Framework for Health and Social Care, have highlighted the need to improve training in ethical principles. However, students often find ethical issues abstract and difficult to grasp. This project aims to develop process-oriented educational materials for students in third year undergraduate and postgraduate programmes. Through surveying Ethics Committees, materials will be developed which provide contextualized scenarios based in research practice. The learning and teaching materials produced will be accessible on the Internet together with dissemination events on the pedagogical application of these case studies.

  6. Practical Teaching packages on ethics and law in Medicine and related sciencesSchool of Medicine, University of Leeds The principals of ethics and law are core components within many science based curricula. The aims of this project are to expand existing ethics and law teaching by developing two teaching and learning packages. One will include generic and specialty-specific components of value to both medical schools and other university departments involved in health related sciences. This will be designed to be adaptable and able to be integrated within existing courses. The second will be a subject specific package for final year medical students to address key ethical and professional issues before they enter into professional practice.

  7. Development, pilot delivery and evaluation of an internet based module on Scientific Integrity for BioscientistsSchool of Biomedical Sciences, University of Ulster at Coleraine An internet based, quality, module on Scientific Integrity for Bioscientists will be developed at the University of Ulster. This module will be designed so that components of it could be taken by final year BSc Hons students, PgD/MSc students, Master of Research students and the whole module by PhD students in the Biosciences. Four assessment strategies will be developed and delivered in the pilot offering of this module to 10-12 PhD students. The module and each assessment will be evaluated by all student participants and by the course team. The results will provide useful information on the effectiveness of internet based delivery and specified assessment strategies in nurturing the development of the skill of applying ethical principles to aspects of scientific practice.

  8. Analysis of Contextualised Healthcare Ethics ScenariosCentre for Business and Professional Ethics, University of Leeds Contextualised scenarios have come to play a key role in the provision of professional ethics teaching. These ensure the teaching is focused on issues of pressing concern in a particular profession. But the study of specific scenarios can prove frustratingly unproductive unless it is couched in a philosophical framework that: 1) reveals the assumptions that underpin analogies drawn from case to case. 2) guides conceptual analysis and evaluation of these assumptions. The aim of this project is to explore and develop philosophical resources for tutors selecting, evaluating and analysing contextualised scenarios relating to ethical issues of particular relevance to the health professions.

  9. What is Professional Ethics? There are many ways to introduce students to applied/professional ethics but the ETHICS Project indicated that these approaches fall into three broad categories.

  10. Approach 1Pragmatic Ethical issues are introduced via a consideration of their practical consequences for the student. Consequences are defined mainly in relation to: • The framework of rules and procedures defined by regulatory bodies charged with the task of raising or maintaining professional standards. Or • Research Ethics Committees and the factors that influence their deliberations

  11. Approach 2Embedded Ethical concerns are presented holistically, as an integral part of some broader area of concern such as: • Fitness for Practice. • Professionalism. The embedded approach places an emphasis on the student’s emerging sense of professional identity.

  12. Approach 3Theoretical This approach places an understanding of moral theory at the heart of ethics learning and teaching . The ethics of real-life or life-like situations are then presented in terms of the application of that theory.

  13. New Issues Professional ethics introduces new issues and concerns by seeking to guide and shape graduate behaviour as a way of meeting public expectations with regard to professional conduct and accountability.

  14. As a teacher of Professional Ethics what should your primary objective be? • To help the student find fulfilment in their future career by helping them to make choices that they can live with, and by reducing the emotional and psychological stress caused by moral indecision and confusion. • To ensure that the student acts in a way that serves the best interests of society in general and their service-users in particular. • To ensure that the student acts in a way that serves the best interests of their chosen profession.

  15. Questions but no Answers yet The ETHICS Project aimed to encourage the formation of a network of ethicists drawn from across the curriculum. If you would like to take part please contact us about placing your details on our database of interests.

  16. Resources on this website • This website includes downloadable documents on key themes such as consent, confidentiality and assessment. • It also provides resources for teachers wishing to use case studies or contextualised scenarios in applied/professional ethics teaching.

  17. E.T.H.I.C.S.EthicsTeaching HighlightedinContextualised Scenarios Contextualised Scenarios (or Case Studies) are: working examples of applied ethical problems used in teaching to highlight relevant ethical principles.

  18. Contextualised Scenarios are: • Defined in relation to stated learning and teaching objectives. • Of proven effectiveness in meeting those learning and teaching objectives. • Drawn from a wide range of disciplines but presented so as to facilitate translation into other subject areas. Please view our case study database and associated case study learning and teaching resources.

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