85284 - Bioethics

Learning outcomes

At the end of this course, students know: - the main ethical issues in the clinical trials of drugs and the management of technological innovation on an international scene, considering human, legal and criminological factors; - principles regulating independent information on medicinal products; - the problem of conflicts of interest in medical care and research; how to identify and deal with conflicts of interest (risk and decision-making); - the emergency management and the new role of the pharmacist. The learning path is integrated by: - practical elements of health psychology and the pharmacist-user relationship; - teamwork experience.

Course contents

MOD. 1. INTRODUCTION

• The semiotic foundations of Bioethics.
• Main international issues and debates.
• The role of bioethics committees.

MOD. 2 BIOETHICS AND EMERGENCY MANAGEMENT

• Institutional communication in crisis contexts.
• Investigation and Medical Intelligence (MEDINT).

MOD. 3 ETHICS IN CLINICAL RESEARCH

• Design for values (DfV), responsible research, and innovation.
• Vulnerability, conflicts of interest, and informed consent.

MOD. 4 BIOETHICS AND HIGHTECH IN THE INTERNATIONAL SCENE

• XR (Augmented Reality/Virtual Reality) in biomedical training.
• Artificial Intelligence (AI), global health, and Bioethics.
• Development and use of robotic systems (biomedical applications and bio-robotics).

GROUP WORK AND SIMULATION GAMES ON SPECIFIC ISSUES

• Ethical and deontological aspects in Pharmacy.
• Elements of relational psychology.
• Elements of ergonomics in the pharmacist's work.

Readings/Bibliography

A textbook, suggested at the beginning of the course.
Lecture notes and scientific articles to consult.

Teaching methods

This course aims to train in the medical health, policy-making, psycho-social, and bio-engineering sectors about the plural perspectives of critical evaluation regarding the contents of the contemporary bioethical debate to develop critical judgment and related risk management.
It emphasizes learning by doing with a practical-based focus. Its learner-centered model enables sessions with specific group work activities.
Didactic innovation methodology
The innovative training activity, through group work, will be based on three methodologies (guided by the teacher): a) one based on investigation, which stimulates the student to formulate searchable questions, implement useful actions to solve problems and understand the phenomena presented; b) an analysis aimed at helping students to develop a full awareness of all the factors involved in making a strategic decision; c) a group analysis, designed to allow individual students and groups to be more receptive to new ideas, evaluating different points of view, and developing them creatively and constructively.

Assessment methods

A multiple choice questionnaire. Exam eligibility is achieved with at least 60% correct answers.

Teaching tools

Digital presentations, videos, short webinars with subject matter experts, a publication of lecture notes, the use of a forum for ongoing questions and clarifications, collaborative writing and communication.

Multimedia tools, such as Virtuale (official repository and bulletin board), Teams (videoconferencing for the whole class and single groups), Asynchronous and collaborative communication apps, Grids for carrying out investigations, Interactive presentation software, Graphic design and presentation apps.

Office hours

See the website of Luisa Dall'Acqua