Wydział Biotechnologii i Hodowli Zwierząt - Biotechnologia (S2)
Sylabus przedmiotu Bioethics:
Informacje podstawowe
| Kierunek studiów | Biotechnologia | ||
|---|---|---|---|
| Forma studiów | studia stacjonarne | Poziom | drugiego stopnia |
| Tytuł zawodowy absolwenta | magister inżynier | ||
| Obszary studiów | charakterystyki PRK, kompetencje inżynierskie PRK | ||
| Profil | ogólnoakademicki | ||
| Moduł | — | ||
| Przedmiot | Bioethics | ||
| Specjalność | przedmiot wspólny | ||
| Jednostka prowadząca | Studium Nauk Humanistycznych i Pedagogicznych | ||
| Nauczyciel odpowiedzialny | Dariusz Zienkiewicz <Dariusz.Zienkiewicz@zut.edu.pl> | ||
| Inni nauczyciele | |||
| ECTS (planowane) | 1,0 | ECTS (formy) | 1,0 |
| Forma zaliczenia | zaliczenie | Język | angielski |
| Blok obieralny | 8 | Grupa obieralna | 1 |
Wymagania wstępne
| KOD | Wymaganie wstępne |
|---|---|
| W-1 | Students are familiar with basic ethical terms regarding ethical systems, manners of evaluation, moral judgments and ethical models. |
Cele przedmiotu
| KOD | Cel modułu/przedmiotu |
|---|---|
| C-1 | The course’s objective is to make students familiar with dilemmas resulting from searching for moral judgments for making decisions regarding health and life promotion and protection in relation to the development of biological and medical sciences. |
Treści programowe z podziałem na formy zajęć
| KOD | Treść programowa | Godziny |
|---|---|---|
| wykłady | ||
| T-W-1 | Search for new ethic and propositions of environment ethics in relation to the development of biomedical sciences. History, manners of defining bioethics, disciplinary character and controversies related with discipline. | 3 |
| T-W-2 | Bioethical standards in international documents and law. Fundamental bioethical documents. Bioethical doctrine of the Church- “Humane vitae”, “Evangelium vitae”, declarations. Human rights - Universal Declaration on Bioethics and Human Rights, European Convention on Human Rights, European Bioethics Convention. | 3 |
| T-W-3 | – Health and life promotion and protection – modern development tendencies and threats. Medical experiments, ambits of medical therapy, medical errors. Hopes and threats of medical engineering. | 3 |
| T-W-4 | Moral problems of contraception, artificial impregnation, prenatal diagnosis and abortion. | 2 |
| T-W-5 | Problems of modern palliative care. Search of decent death, attitudes towards death, ambits of fighting suffering, euthanasia, rights of a dying man. Legal and neurological status of death in the context of transplantology. Moral judgment of capital punishment and suicide. | 3 |
| T-W-6 | Final test | 1 |
| 15 | ||
Obciążenie pracą studenta - formy aktywności
| KOD | Forma aktywności | Godziny |
|---|---|---|
| wykłady | ||
| A-W-1 | Attendance | 15 |
| A-W-2 | Meritorical preparation to the lecture – topic-related recommended literature analysis. | 5 |
| A-W-3 | Meritorical preparation to the lecture – topic-related recommended literature analysis. | 5 |
| A-W-4 | Group preparation of a solution to a certain bioethical problem. | 5 |
| 30 | ||
Metody nauczania / narzędzia dydaktyczne
| KOD | Metoda nauczania / narzędzie dydaktyczne |
|---|---|
| M-1 | Informational lecture. |
| M-2 | Problem-focused lecture with situation game elements |
| M-3 | Multimedia presentation with description elements. |
| M-4 | Conversational lecture with elements of discussion. |
Sposoby oceny
| KOD | Sposób oceny |
|---|---|
| S-1 | Ocena formująca: Meritorical activity- intellectual, verbal and practical (project preparation). |
| S-2 | Ocena podsumowująca: Final conversation regarding passing the written assignment. |
Zamierzone efekty uczenia się - wiedza
| Zamierzone efekty uczenia się | Odniesienie do efektów kształcenia dla kierunku studiów | Odniesienie do efektów zdefiniowanych dla obszaru kształcenia | Odniesienie do efektów uczenia się prowadzących do uzyskania tytułu zawodowego inżyniera | Cel przedmiotu | Treści programowe | Metody nauczania | Sposób oceny |
|---|---|---|---|---|---|---|---|
| BT_2A_BTZ-A-O8.5_W01 the student is familiar with and understands life and health related processes and dilemmas resulting from them. | BTap_2A_W02 | — | — | C-1 | T-W-4, T-W-1, T-W-2, T-W-3, T-W-5 | M-1, M-2, M-3, M-4 | S-1, S-2 |
| BT_2A_BTZ-A-O8.5_W02 the student is familiar with the rules regarding the preparation of the research, research techniques and devices not only within the studied science discipline, but also considering the bioethical aspects. | BTap_2A_W02 | — | — | C-1 | T-W-4, T-W-1, T-W-2, T-W-3, T-W-5 | M-1, M-2, M-3, M-4 | S-1, S-2 |
Zamierzone efekty uczenia się - umiejętności
| Zamierzone efekty uczenia się | Odniesienie do efektów kształcenia dla kierunku studiów | Odniesienie do efektów zdefiniowanych dla obszaru kształcenia | Odniesienie do efektów uczenia się prowadzących do uzyskania tytułu zawodowego inżyniera | Cel przedmiotu | Treści programowe | Metody nauczania | Sposób oceny |
|---|---|---|---|---|---|---|---|
| BT_2A_BTZ-A-O8.5_U01 the student has the ability of critical analysis and selection of information, which enables him to phrase justified judgments defending his or her attitude regarding certain bioethical phenomena. | BTap_2A_U01 | — | — | C-1 | T-W-4, T-W-1, T-W-2, T-W-3, T-W-5 | M-1, M-2, M-3, M-4 | S-1, S-2 |
| BT_2A_BTZ-A-O8.5_U02 the student is able point the most important bioethics dilemmas through speeches and papers. | BTap_2A_U01 | — | — | C-1 | T-W-4, T-W-1, T-W-2, T-W-3, T-W-5 | M-1, M-2, M-3, M-4 | S-1, S-2 |
Zamierzone efekty uczenia się - inne kompetencje społeczne i personalne
| Zamierzone efekty uczenia się | Odniesienie do efektów kształcenia dla kierunku studiów | Odniesienie do efektów zdefiniowanych dla obszaru kształcenia | Odniesienie do efektów uczenia się prowadzących do uzyskania tytułu zawodowego inżyniera | Cel przedmiotu | Treści programowe | Metody nauczania | Sposób oceny |
|---|---|---|---|---|---|---|---|
| BT_2A_BTZ-A-O8.5_K01 the student is able to set priorities for realizing a self-set task or a task set by others in relation to bioethical resolutions. | BTap_2A_K06, BTap_2A_K04 | — | — | C-1 | T-W-4, T-W-1, T-W-2, T-W-3, T-W-5 | M-1, M-2, M-3, M-4 | S-1 |
| BT_2A_BTZ-A-O8.5_K02 the student is prepared for proper identification and resolving dilemmas regarding the profession through familiarity with various, including bioethical, means of judgment | BTap_2A_K06, BTap_2A_K04 | — | — | C-1 | T-W-4, T-W-1, T-W-2, T-W-3, T-W-5 | M-1, M-2, M-3, M-4 | S-1, S-2 |
Kryterium oceny - wiedza
| Efekt uczenia się | Ocena | Kryterium oceny |
|---|---|---|
| BT_2A_BTZ-A-O8.5_W01 the student is familiar with and understands life and health related processes and dilemmas resulting from them. | 2,0 | |
| 3,0 | The student has basic knowledge on the complexity of life and health related phenomena and their ethical correlations, but does not understand the correlations themselves (the basic knowledge cosists of definitions and the most important bioethical processes and phenomena. | |
| 3,5 | ||
| 4,0 | ||
| 4,5 | ||
| 5,0 | ||
| BT_2A_BTZ-A-O8.5_W02 the student is familiar with the rules regarding the preparation of the research, research techniques and devices not only within the studied science discipline, but also considering the bioethical aspects. | 2,0 | |
| 3,0 | The student knows some of the rules of planning the research in relation to honesty and responsibility. He or she cannot, however, always explain the necessity of following them. | |
| 3,5 | ||
| 4,0 | ||
| 4,5 | ||
| 5,0 |
Kryterium oceny - umiejętności
| Efekt uczenia się | Ocena | Kryterium oceny |
|---|---|---|
| BT_2A_BTZ-A-O8.5_U01 the student has the ability of critical analysis and selection of information, which enables him to phrase justified judgments defending his or her attitude regarding certain bioethical phenomena. | 2,0 | |
| 3,0 | The student can, in most cases, perform a critical analysis and selection of information in the field discussed but cannot make use of them in order to express logically correct judgements. | |
| 3,5 | ||
| 4,0 | ||
| 4,5 | ||
| 5,0 | ||
| BT_2A_BTZ-A-O8.5_U02 the student is able point the most important bioethics dilemmas through speeches and papers. | 2,0 | |
| 3,0 | The student is capable of identifying some of the bioethics’ dilemmas in a practical situation. | |
| 3,5 | ||
| 4,0 | ||
| 4,5 | ||
| 5,0 |
Kryterium oceny - inne kompetencje społeczne i personalne
| Efekt uczenia się | Ocena | Kryterium oceny |
|---|---|---|
| BT_2A_BTZ-A-O8.5_K01 the student is able to set priorities for realizing a self-set task or a task set by others in relation to bioethical resolutions. | 2,0 | |
| 3,0 | The student makes use of judgment criteria in order to perform actions but succumbs to stereotypes when formulating actions priority in relation to bioethics or ignores them completely. | |
| 3,5 | ||
| 4,0 | ||
| 4,5 | ||
| 5,0 | ||
| BT_2A_BTZ-A-O8.5_K02 the student is prepared for proper identification and resolving dilemmas regarding the profession through familiarity with various, including bioethical, means of judgment | 2,0 | |
| 3,0 | The student knows methods of valuation, which enables him or her proper identification of the majority of ethical dilemmas related to performing the profession but has difficulties judging them. | |
| 3,5 | ||
| 4,0 | ||
| 4,5 | ||
| 5,0 |
Literatura podstawowa
- Singer P.,Viens A.M, The Cambridge Textbook of Bioethics, Cambridge University Press, 2008
- Beauchamp Tom L, Childress James F, Principles of Biomedical Ethics, Oxford University Press, Oxford, 2013
Literatura dodatkowa
- Post Stephen Garrard, Encyclopedia of bioethics, Macmillan Reference, New York, 2004
- Viafora Corrado, Dell'Oro Roberto, History of Bioethics: International Perspectives, Intl Scholars Pubns, San Francisco, 1996