INQ 120: LIFE AND DEATH IN MEDICAL ETHICS
TTh K1 1:10-2:40 and TTh K2 2:50-4:20, Winter 2015
James C. Peterson, PhD
West Hall 307 540.375.4919
Office Hours T TH 11:00-12:00
Focus of Inquiry
This course is about life, in all its tangled and formative decisions. Medical ethics is the particular occasion, since whether as a patient, family member, doctor, physical therapist, tax-payer, legislator, or care-giver each one of us makes value choices in medical care that shape ourselves and those around us. This course gives participants an opportunity to start building concepts and skills to work through these ethical questions that the professor sees first hand as the ethicist for the Lewis Gale Hospitals and on the faculty of the Virginia Tech Carilion School of Medicine. We will think through as a class real life cases and further, students will select, research, and present analysis of cases of particular interest and importance to them. As any INQ 120 course, we are required both to emphasize the practice and evaluation of oral communication and to refine writing through multiple drafts. We are also expected as an INQ 120 course, to focus on one ethical tradition in particular, and so will see what the varied Christian tradition has developed from centuries of influential reflection on these challenges, as well as a wide range of other world views and ethical approaches.
Learning Outcomes for All INQ120 courses
1. Students will be able to formulate and evaluate arguments about ethical positions.
2. Students will be able to describe connections between the course topic and broader traditions of critical reflections on the good life.
3. Students will be able to give an effective oral presentation.
4. Students will be able to write a paper with a clear thesis, cogent argumentation, effective organization, and a minimum of sentence-level errors.
Further in each INQ120 course
1. Illuminate the ideals and values that go into conceptions of a good life.
2. Include the ways the course topic has been addressed by a prominent tradition of thought and practice.
3. Include ongoing attention to writing, including drafting and revising, organization, fundamentals of proper usage, and clarity of expression.
4. Write a paper through a process of drafting and revision
5. Derive the majority of the course grade from oral presentations and writing assignments
6. Include instruction in effective oral communication
7. Require at least two graded oral presentations
8. Require Hacker’s AWriter’s Reference Guide, Roanoke Custom edition
Required Texts
Paul Chamberlin. Final Wishes: A Cautionary Tale on Death, Dignity, & Physician Assisted Suicide. Eugene, OR: Wipf & Stock, 2009.
Diana Hacker and Nancy Sommers. A Writer’s Reference: Roanoke College Seventh Edition. Boston: Bedford/St. Martin’s, 2012.
James C. Peterson. Genetic Turning Points: The Ethics of Human Genetic Intervention. Grand Rapids: Eerdmans, 2001.
These required textbooks reference extensive classic and contemporary sources that can be helpful for your paper and presentation research.
Examples of Relevant Internet Resources include
http://www.hospicenet.org/
www.GeneClinics.org
Evaluation
Earning Points
Participation in class discussions. Note that being present is necessary to participate, but merely being present is not participation, 10 points
First quiz 5 points
Second quiz 5 points
Third quiz 5 points
Fourth quiz 5 points
Interpretive Reading and Exposition 10 points
Scenario, thesis, and outline of argument for paper 10 points
Research paper 20 points
Formal Oral Presentation (1) of the case and paper 20 points
Formal Oral Presentation (2), first response to a case and paper presented by another student 10 points
Total course points possible 100
Attendance
Attendance is a necessary condition for class participation, and is part of everyone’s obligation to other members of the class. Let me know of exceptional circumstances that require you to miss a class. Every missed class beyond one will lower your participation score by one point (if for whatever reason you are not present, it is sure that you are not contributing to that class experience).
Paper instructions
In one or two paragraphs describe a situation involving medical care that you have directly experienced. You could have been the patient, immediate family member, health care provider… in the situation. Getting the facts straight is important to ethical analysis. By beginning with a situation with which you are personally familiar, you will have a much better start on the full complexity of the situation. The situation does not have to be a crisis or quandary.
In the first paragraph of analysis state what your paper will accomplish. This is your thesis. A thesis is not a topic or an area of exploration. It is an assertion that you will attempt to prove. It should be in regard to an aspect of ethics, more about what should be done than merely medical technique. In the first paragraph of analysis state how you will prove your thesis, and why it is worth the attention of you and your reader.
Describe what would be the appropriate course. Do not merely repeat material presented in class. This is your opportunity to pursue in more depth an investigation of particular importance to you. Stating and evaluating alternatives with fairness will strengthen your essay. This is also not a legal study and not a study of technical medicine. The point is to think about the values of the situation. What should be done? Why? Not just what can be done, rather what should be done.
There is not a required number of references, however, it is unlikely that you will be the first person to ever reflect on your issue. It is to your advantage to learn from others rather than starting from scratch. Your analysis will be stronger for it. Whoever you learn from as you think through your issue, should receive clear credit in your paper.
The final paper should be typed, single spaced, well presented, page numbered, and at least 1000 words in a Word format (.doc .docx, Word for Mac). If that is not available a PDF is acceptable, although PDF does not lend itself to in-text feedback. Submit your paper through Turnitin. You will be able to see a report on your use of sources. Since the paper is due by 7 pm March 13, beginning after 7 pm March 13, and then each additional day late, the paper looses two points per day from what it would have otherwise scored. All papers should be submitted according to the required A Writer’s Reference.
The paper will be evaluated on its clarity of expression and cogency of argument. In general, an “A” paper is clearly organized, both at the paragraph level and overall, uses English properly at the sentence level, and has a clear thesis with a well-reasoned argument to support it. It goes beyond what is required by the assignment in the depth and thoroughness of its analysis. A “B” paper meets the assignment by critically engaging the material and arguing effectively. Its thesis may be less well-defined, and the argument s not as rigorous or thorough as that of an “A” paper; often it has less effective organization and use of language. “C” papers also meet the assignment, but are not well-organized, often lack a clear thesis, and tend to have problems at the sentence level. “D” papers are seriously deficient in all areas, while an “F” indicates that the author has not understood the material or has made no effort to analyze it.
Academic Integrity (this description aptly written by Dr. Robert Schultz)
As members of a learning community, we enjoy important intellectual freedoms and are answerable to equally important academic responsibilities. Doing our own work and properly acknowledging the work of others are bedrock values in a community of scholars. When you arrived at Roanoke College you pledged to uphold these values and to abide by the practices and policies described in the brochure “Academic Integrity at Roanoke College.” It is your responsibility to read this brochure carefully and to understand it well.
In a course such as this one, which involves independent scholarship and writing, it is especially important to cite and discuss your sources as a part of our intellectual exchange. And, as a matter of honesty, it is imperative that you understand what plagiarism is and avoid even unintended violations. Review carefully the section on plagiarism in the academic integrity brochure. If you have any questions, speak with me or bring up your questions in class.
Writing Center
The Writing Center @ Roanoke College, located in the Goode-Pasfield Center for Learning and Teaching in Fintel Library, offers writing tutorials for students working on writing assignments/projects in any field. Writers at all levels of competence may visit the Writing Center at any point in their process, from brainstorming to drafting to editing, and talk with trained peer writing tutors in informal, one-on-one sessions. The Writing Center is open Sunday through Thursday from 4 to 9 pm. Simply stop in, or schedule an appointment by going to www.roanoke.edu/writingcenter, where our schedule of writing workshops and creative writing playshops is also posted. Questions? Email or call 375-4949.
The Writing Center also helps with oral presentations. For example, if you schedule ahead you can reserve a podium and videotape for practice.
Oral Presentations
Interpretive Reading and Exposition
At one assigned class you will read aloud a specified portion of the reading for that day in such a way that the meaning of the text is clarified. Reading in this way will require that :
1) All the words in the text are clearly understood (this may require looking up words in a dictionary).
2) Understanding the way individual phrases are connected to other phrases. This will require understanding the way that punctuation and grammar guide meaning.
3) Understanding the overall point of the passage including its tone. This will require seeing the implications of 1 and 2 above.
4) Reading the passage aloud numerous times in order to practice.
Each student will be graded on the clarity and flow of the reading, and the ability to answer questions about the text once it has been read.
The readings will be given at the beginning of each class according to a schedule handed out in class. Absence or lateness on one’s assigned day will result in a zero for the assignment. The assignment is worth 10% of the total grade for the course.
Presentations
Class size will determine the announced time limits for presentation. You will in one minute describe the essence of your paper scenario and then in your remaining time critically address your thesis. Handouts or other visual aids will probably help your fellow students to grasp your argument. Note that if you make an appointment ahead, the Center for Learning at Fintel will video tape you giving a practice presentation. Very insightful to see yourself in action!
First Response
You will be assigned one fellow student presentation in class. Immediately following the presentation, you will have an assigned time frame to respond to the student’s delivery and content. This is a time to praise the author for success, test claims where they are questionable, and add insight. There is a skill in making friends with critique while also moving the discussion forward. The critique should aim both to respect and challenge compatriots to their best effort. The presenter will have the first opportunity to answer the respondent. Then the class will be welcomed into the conversation.
Managing Performance Anxiety
Recognize that everyone feels anxious before a presentation.
Recognize that you probably feel more anxious than you look.
Allow time for research and rehearsal.
Be well-rested and not hungry.
Visualize what the presentation will look like when it goes well.
Act calm to fell calm.
Focus on the audience and topic, not on your own nervousness.
Take a deep slow breath before you start.
Speak before an audience as often as you can.
Grading
The average speech (grade C) should meet the following criteria:
1. Conform to the kind of speech assigned—informative, persuasive, etc.
2. Be ready for presentation on the assigned date
3. Conform to the time limit
4. Fulfill any special requirements of the assignment—preparing an outline, using visual aids, conducting an interview, etc.
5. Have a clear specific purpose and central idea
6. Have an identifiable introduction, body, and conclusion
7. Show reasonable directness and competence in delivery
8. Be free of serious errors in grammar, pronunciation, and word usage
The above average speech (grade B) should meet the preceding criteria and also:
1. Deal with a challenging topic
2. Fulfill all major functions of a speech introduction and conclusion
3. Display clear organization of main points and supporting materials
4. Support main points with evidence that meets the tests of accuracy, relevance, objectivity, and sufficiency
5. Exhibit proficient use of connectives—transitions, internal previews, internal summaries, and signposts
6. Be delivered skillfully enough so as not to distract attention from the speaker’s message
The superior speech (grade A) should meet all the preceding criteria and also:
1. Constitute a genuine contribution by the speaker to the knowledge or beliefs of the audience
2. Sustain positive interest, feeling, and/or commitment among the audience
3. Contain elements of vividness and special interest in the use of language
4. Be delivered in a fluent, polished manner that strengthens the impact of the speaker’s message
The below average speech (grade D or F) is seriously deficient in the criteria required for the C speech.
From Instructor’s Manual, The Art of Public Speaking by Stephen E. Lucas
Accommodations
If you are on record with the College’s Office of Special Support Services as having academic or physical needs requiring accommodations, please meet with me during my regular office hours or schedule an appointment as soon as possible. We need to discuss your accommodations before they can be implemented. Also, please note that arrangements for extended time on exams and testing in a semi-private setting must be made at least one week before every exam.
If you believe you are eligible for accommodations but have not yet formally contacted Disability Support Services, please contact Ms. Barbara Awbrey, the Coordinator for Disability Support Services, at 375-2247 or drop by the Center for Learning & Teaching in Fintel Library.
Electronics
Laptops, cellphones, and any other electronic devices may not be used during class.
Class Schedule
Depending upon class understanding and interest, class content may at times be ahead or behind the following schedule. Due dates will remain as published here. Please study before each class the assigned textbook readings. The texts are replete with bibliography in the footnotes for your further investigation