85284 - Bioethics

Learning outcomes

At the end of this course, students know: - the main ethical issues in the clinical trials of drugs; - principles regulating independent information on medicinal products; - the problem of conflicts of interest in medical care and in research; how to identify and deal with conflicts of interest.

Course contents

INTRODUCTION

• The Biosemiotic basis of Bioethics and relationships to other Sciences
• Bioethics, human rights, and Ethics Committees

BIOETHICS, POLICY-MAKING, AND LAW

• Institutional communication in the context of the pandemic: choices and challenges
• Drugs, BioMedicine, and the Criminal Law
• Investigation and Medical Intelligence (MEDINT)

ETHICS IN CLINICAL RESEARCH

• Vulnerability, conflicts of interest, and informed consent
  
• Ethics, genetic engineering, and biotechnological applications: issues, health risk management and new frontiers
• Artificial intelligence (AI) and Bioethics
• NeuroBioethics

SPECIFIC ISSUES (group work)

• Ethical and deontological aspects in the work of the pharmacist
• Ethical Aspects of Human biobanks
• Law case study: Animal rights in the U.S.

Readings/Bibliography

Palazzani, Laura (2019). Innovation in Scientific Research and Emerging Technologies, Springer International Publishing.

• Optional in addition: Chadwick, Ruth F.; Schuklenk, Udo. (2021). This Is Bioethics. Wiley.

Furthermore, biblio-sitographs of selected readings and videos will be provided during the course. A copy of a few digital learning materials (in English) will be available on the website.

Teaching methods

This course aims to train in the medical-health, policy-making, psycho-social, and bio-engineering sectors in relation to the plural perspectives of critical evaluation regarding the contents of the contemporary bioethical debate in order to develop an autonomous 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

In particular, 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 in a deeper way 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 in a creative and constructive way

Assessment methods

The exam will take place in three steps: successful participation in workshops / exercises, a short test (1 open item based on selected topics of the course) and the presentation of a personal work (agreed topic).

Assessment criteria: participatory dimension, process evaluation, peer review. Indicators: understanding, use of specific technical language, problem-solving, creativity and innovation of any solutions

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:

• Virtuale (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
• Software to create digital notes
  
• Graphic design and presentation apps
  

Office hours

See the website of Luisa Dall'Acqua