INTRODUCTION
This is a problem-based-learning (PBL) course. That means,
among other
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
real,
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
paper
(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.