Section: Week 1: Bioethics | ETH701 Ethics and Professionalism

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Lecturers for this course

Lecturer roles and contact details

Dean or HoD: Asst. Prof. Prom Vireak Lecturers: 1. Asst. Prof. Prom Vireak 2. Ms. Pol Srey Mom, MSc

Program and course outcomes

Course description

This course introduces Year 6 medical students to the fundamental principles of medical ethics and professionalism. Students will explore this accordingly Part 1: Bioethics/Medical Ethics This component of the course introduces students to the fundamental principles of bioethics, including autonomy, beneficence, non-maleficence, and justice. Students will explore ethical theories and frameworks, and apply them to real-world medical scenarios. The Emphasis is placed on understanding the ethical implications of medical decisions, particularly in the context of cultural, social, and economic factors that influence health outcomes. Students will also learn to address ethical dilemmas in healthcare, such as end-of- life care, informed consent, and resource allocation, while considering the unique challenges faced in Cambodia and globally. Part 2: Medical Ethics and Professionalism This component focuses on the development of professional behavior and interpersonal skills essential for effective medical practice. Students will learn the importance of honesty, integrity, and advocacy in patient care, as well as the traits of collegiality, teamwork, and effective communication. Through role-playing, case studies, and reflective exercises, students will practice establishing empathetic relationships with patients and their families, while demonstrating reliability and flexibility in healthcare teams. The course also emphasizes the role of professionalism in addressing health disparities and promoting health equity in underserved populations.

Program Learning Outcomes (PLOs)

PLO12 Evaluate social determinants of health, health equity, and strategies to address healthcare disparities in Cambodia and globally. PLO13 Demonstrate honesty and integrity in all professional interactions, adhering to ethical standards in clinical and academic environments. PLO14 Advocate effectively for patients' interests, prioritizing their needs and well-being in all aspects of care. PLO15 Build effective therapeutic relationships with patients and families through empathetic communication, trust, and respect. PLO16 Demonstrate collegiality and responsibility in healthcare teamwork, contributing to a collaborative work environment. PLO17 Apply evidence-based medicine (EBM) principles to improve patient care and health outcomes through the critical appraisal of quality of studies and integration of the best available evidence.

Course learning outcomes (CLOs)

CLO1 Explain the key principles of bioethics (autonomy, beneficence, non-maleficence, and justice) and their application in medical practice. CLO2 Analyze ethical dilemmas in healthcare using ethical frameworks (e.g., principles, utilitarianism) and evidence-based approaches. CLO3 Evaluate the impact of cultural, social, and economic factors on ethical decision-making in healthcare, particularly in the Cambodian context. CLO4 Demonstrate honesty, integrity, and advocacy for patients' interests in all professional interactions. CLO5 Establish effective, empathetic relationships with patients and their families, demonstrating cultural sensitivity and communication skills. CLO6 Exhibit traits of collegiality, flexibility, reliability, and teamwork, working effectively as a member or leader of healthcare teams.

Assessment requirements

Using the Wiki (Formative assessment)

Principle Conflict Resolution (Group work) Work with the others in your Moodle Group. Each group will be allocated one principle). Each group is to collaboratively add real-world examples (e.g., from news, academic articles) demonstrating how their assigned principle conflicts with another. Feedback: Lecturers will monitor and summarize group findings (Interactive Case Study Analysis). This activity will be completed in the classroom at a date set by the lecturer.

Forum (Case Analysis) (Formative assessment)

Case Study: The Jehovah's Witness Patient Analyze the case study in your materials in UPOP. Each student to write a review in the forum tool on the principles that would be conflicted in this scenario. Using LLO1.4, students will categorize the principles and propose a short action plan. Feedback: Peer review - each student is to pair up with another and review each others action plan. The lecturer will summarize and discuss in class in a follow-up announcement.

Quiz (Self-reflection - Formative assessment)

Principles Quick Check A short, non-graded quiz where students match clinical scenarios to the appropriate ethical principle (LLO1.4)

Resources for this course

Resource 1: abc

More info??

Resource 2: abc

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Section outline

- Select activity Learning Outcomes (LLOs)
  
  Upon completion of this week, students will be able to: 1. Define what bioethics is and its essential role in modern medical practice (LLO1.1). 2. Recognize the critical relationship between medical ethics and professional responsibilities (LLO1.2).
- Select activity Bioethics: Key Definitions
  
  Bioethics: Key Definitions Interactive Content
  
  Bioethics: Key Definitions Interactive flashcards defining core terms like Bioethics, Medical Ethics, Professionalism, and Ethical Dilemma.
- Select activity Video Lecture: The Necessity of Ethics in Healthcare
  
  Short (10-12 min) video recorded by Ms. Pol Srey Mom introducing the scope of the field and linking it to the Cambodian context.
- Select activity Reading: Chapter 1 Extract
  
  Reading: Chapter 1 Extract File
  
  A PDF excerpt from a primary resource (e.g., Hutchison's Clinical Methods) covering the introduction to professional conduct.
- Select activity Activity: Discussion
  
  Activity: Discussion Forum
  
  What is the Hardest Ethical Decision? Share one scenario (real or hypothetical) you imagine would be the most difficult ethical decision to face as a doctor. Explain why it's hard. (200 words max).
- Select activity Assignment: Self-Reflection - My Ethical Compass
  
  Assignment: Self-Reflection - My Ethical Compass
  
  Opened: Wednesday, 26 November 2025, 12:00 AM
- Select activity Wiki Case study
  
  Wiki Case study
  
  Use Case: Assign a "Case Study" to a group. They must collaboratively write the diagnosis and treatment plan in a Wiki. You can view the "History" tab to see exactly who contributed what (preventing "social loafing").
  
  Not available unless: You belong to any group
- Select activity Peer-assessment tool.
  
  Peer-assessment tool. Workshop
  
  Workshop Activity (Core Feature): A powerful peer-assessment tool. Use Case: Students submit a research paper. Moodle automatically distributes these papers to other students for anonymous peer review using a rubric you define. This teaches them critical appraisal skills.