Standardized Course/Section Syllabus:



5634051-254000Standardized Course/Section Syllabus:765544-17378300Johns Hopkins UniversitySchool of MedicineResearch Elective:Ethical and Policy Challenges in the Era of Covid-19:Implications for Clinical Practice, Research and Public HealthCourse Director:Gail Geller, ScD, MHSggeller@jhu.eduCourse Faculty:Zack Berger, MDzberger1@jhmi.edu Megan Collins, MDmcolli36@jhmi.eduMichael Erdek, MDmerdek@jhmi.eduAnne Barnhill, PhDabarnhi1@jhu.eduRuth Faden, PhDrfaden@jhu.edu Marielle Gross, MDmgross23@jhmi.eduAlan Regenberg, MBEalanr@jhu.eduCourse Coordinator:Rhys Bensonebenso13@jhu.eduClass Schedule:April 13, 2020 – May 25, 2020Enrollment Capacity:6Course Description: This research elective is being offered by the Berman Institute of Bioethics (BI). It is designed for medical students who would otherwise be doing their clinical rotations (i.e., those in year 3 or the 2nd half of year 2). Much like the Scholarly Concentrations course or the Social Medicine elective, students will conduct independent research under the guidance and mentorship of individual BI faculty. Students will have the opportunity to select from among a list of projects/topics that faculty or fellows are already working on or interested in working. Examples include:Rationing, and/or preparation for the possibility of rationing due to (potential) shortages of life-saving medical resourcesBalancing the trade-offs between study quality vs. time pressures in academic publication: the case of the small publication on the use of?hydroxychloroquine &?azithromycinWhen should social distancing end? How should we look at the costs/risks/benefits through a public health ethics lens?Prison policy, prison health, & COVID-19Healthcare needs of vulnerable groups, e.g., undocumented patientsSchool closures and structural injustice Ethical issues related to telemedicine.? Is there an inherent structural injustice that will put patients from disadvantaged backgrounds (e.g. non-English speaking, undocumented, limited phone / wifi access) at risk??Researching the health, social, economic and other vulnerabilities of workers in the healthcare and public health sector, and the emergency services sector, and researching potential responses to those vulnerabilities.?Ethical issues related to the role of genomics in the management of Covid-19 including a review of the scientific literature and a content analysis of the news and social media reports Ethical issues in deploying retired healthcare workersSeveral topics related to women’s health:Breastfeeding and infant care in setting of maternal PUI/+ status, and?social distancing generallyDefining essential/nonessential care, especially related to reproductive surgical procedures (cancer, sterilization, abortion, infertility treatments?etc)Home vs. hospital birthImpact of disruption of WIC and other social?services on undeserved?women/childrenSpecial issues in psychiatric care/substance use disorder/vulnerable populations related to social distancing etcStudents will conduct literature and other background research, review core content with faculty, and collaborate to identify, create, and disseminate suitable research products. The products of this work can take various forms including scholarly papers, public outreach and engagement materials: e.g., blog posts, including Q&A format; brief videos, ideally using zoom or other simple tools, brief audio pieces, planned twitter threads, etc.; and online course syllabi. ?Course Learning Objectives: The objectives of this course map to two of the AAMC Competencies (Practice-Based Learning and Improvement and Interprofessional Collaboration) and two of the School of Medicine objectives (Social Context of Medicine and Lifelong Learning). In addition, horizontal strands relevant to the Culture of Medicine and Health-Systems Science core themes will be highlighted. Specific course objectives include:Social Context of Medicine:Describe the current status, challenges, and controversy regarding allocation of scarce resources (such as hospital beds, ventilators) that can lead to inequities and health disparities in the care of patients with Covid-19Describe the ethical justifications for various public health interventions to reduce the spread of Covid-19Describe the potential risk of harms to healthcare providers from exposure to stress, risk, and moral distress in the midst of a crisis, and strategies that can and should be deployed to ensure that these risks are managed, to the extent possible.Lifelong Learning: Apply rigorous principles and a multidisciplinary body of scientific knowledge to create a scholarly objective plan to address it.Present one’s own scholarship and ideas in an organized and clear manner to educate or inform colleagues and the medical communityDemonstrate a critical self-appraisal in the knowledge and practice of scholarly inquiry, as well as receive and give constructive appraisal of scholarship to/from colleagues and other?healthcare?professionalsRequired Text and Other MaterialsNo text is required.Course structure and Assignments: Formal course meetings will occur once a week for 2 hours. The majority of this course will be independent study with students working on their scholarly projects throughout the course time period. Each student will be paired with a faculty mentor who will guide them through their scholarly project and with whom students should check-in weekly. Students will present their work in progress at one of the scheduled meeting times where participants will engage with peers and faculty to discuss and workshop their own scholarly projects. Students may also get together on their own for collaborative work. Through discussion of selected topics relevant to Covid-19, students will have the opportunity to consider their ethical, social and policy implications. At the beginning of the course (week 1), students will identify and set their goals for accomplishing meaningful progress toward their projects. During subsequent weeks, students will present their work in progress. By the end of the course, students will have made significant progress toward developing their own project into a publishable and/or actionable work which will be presented during the final week. Evaluation and GradingThroughout the course, students will receive individual feedback from course faculty on their progress. A final pass/fail grade at the end of the course will be based on the following: Class contribution and presentations will be evaluated in terms of attendance, evidence of key attitudes and skills (e.g. intellectual curiosity, critical thinking and self-appraisal, constructive feedback to colleagues, and responsiveness to feedback), and quality of presentations Student final project will be evaluated in terms of clarity of project goal (research question), its importance and timeliness, appropriateness of methods, and responsiveness to feedback Professional Behavior Expectations during all Courses Students are expected to demonstrate professional behaviors as outlined in the JHU SOM Honor Code and in the AAMC subcompetencies on professionalism: 1. Demonstrate behaviors that show compassion, integrity, and respect for others 2. Demonstrate behaviors that show responsiveness to patient needs that supersedes self-interest 3. Demonstrate behaviors that show respect for patient privacy and autonomy 4. Demonstrate behaviors that show accountability to self, patients, colleagues, the profession, and society. [Link to Accountability Policy ] Course and Clerkship directors will communicate discipline specific expectations/tasks for which students will be held accountable. As with other Course/Clerkship domains such as knowledge and skills, students who deviate from these expectations, may have their final grade lowered, or a serious deviation may result in failure of the course/clerkship. Serious breaches of professionalism should be expected to result in failure of the course/clerkship in which the breach is detected. These breaches will be handled on a case-by-case basis by the course/clerkship director in consultation with the Office of Medical Student Affairs and the Office of Curriculum. All such matters may also be referred to the Disciplinary Committee. Examples of such unprofessional behaviors include but are not limited to: cheating, plagiarism, or other forms of academic dishonesty; forgery or falsification of documents/records; lying or misrepresentation of facts, figures, or clinical data; failure to obtain appropriate supervision for clinical care; physical violence, bullying or harassment against others, or other significant lapses in personal ethical conduct that raise concern regarding the moral character of the student in question.JHUSOM Policy on AttendanceThis course is heavily dependent on participation, if you need to miss a required session, you need to let the course leader and course coordinator know ahead of time. The JHUSOM policy on attendance in the curriculum is posted at Accommodations for Students with DisabilitiesIf you are a student with a documented disability who requires an academic adjustment, auxiliary aid or other similar accommodations, please contact the Office of Student Affairs at 410-955-3416. You must also notify the course director and course coordinator in advance of the start of the course and well in advance of any exam or assessment so that appropriate preparations can be completed before an event requiring accommodation. Statement of Diversity and InclusionJohns Hopkins University is a community committed to sharing values of diversity and inclusion in order to achieve and sustain excellence. We believe excellence is best promoted by being a diverse group of students, faculty, and staff who are committed to creating a climate of mutual respect that is supportive of one another’s success.Teacher Learner Conduct PolicyThe Johns Hopkins University School of Medicine is committed to fostering an environment that promotes academic and professional success in learners and teachers at all levels. The achievement of such success is dependent on an environment free of behaviors, which can undermine the important missions of our institution. An atmosphere of mutual respect, collegiality, fairness, and trust is essential. Students should review the JHUSOM Guidelines for Conduct in Teacher/Learner Relationships Honor CodeStudents are reminded of the honor code developed by the medical student body, introduced in September 1991, is as follows: As a student at The Johns Hopkins School of Medicine, I pledge:To do my own work and be honest in my interactions with peers, faculty, and staff. This applies to my work on examinations, assignments, and papers as well as work in the laboratory.To uphold the high standard of conduct in patient care which has always been maintained by the Johns Hopkins medical community.To base my interactions with other students on mutual respect and cooperation.To act on infractions of the honor code and to maintain the confidentiality of all parties involved.To encourage my peers to uphold this honor code.It is the expectation that Hopkins students live by this code.Course EvaluationPlease remember to complete the course evaluation for this course. For preclerkship courses, evaluations will be required from a rotating sample of 25% of the class. Other students will always have the option of submitting an evaluation if they choose. This will reduce the overall burden of surveys for students. There will be no extra credit for completing the evaluation. If you are in the designated 25%, you will receive an incomplete if the course evaluation is not completed by the time grades are posted for the course.Course evaluations are an important tool in the School of Medicine’s ongoing efforts to improve instructional quality and strengthen its programs. The results of the course evaluations are kept anonymous — your instructor will only receive aggregated data and comments for the entire class.For the clinical clerkships and clinical electives, 100% of the students are expected to complete the course evaluations. ................
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