Erasmus Mundus Master of Bioethics: a case for an effective model for international bioethics education

Abstract

Designing bioethics curriculum for international postgraduate students is a challenging task. There are at least two main questions, which have to be resolved in advance: (1) what is a purpose of a particular teaching program and (2) how to respectfully arrange a classroom for students coming from different cultural and professional backgrounds. In our paper we analyze the case of the Erasmus Mundus Master of Bioethics program and provide recommendations for international bioethics education. In our opinion teaching bioethics to postgraduate international students goes beyond curriculum. It means that such a program requires not only well-defined goals, including equipping students with necessary skills and knowledge, but also it should first and foremost facilitate positive group dynamics among students and enables them to engage in dialogue to learn from one another.

Educación bioética en la formación del fisioterapeuta: Perspectiva de los estudiantes

“…Por tanto, ante este panorama, se deben crear estrategias que incluyan la participación de los estudiantes en el desarrollo curricular, a través de la práctica reflexiva en entornos clínicos y el aprendizaje asistido por compañeros (Sullivan et al, 2019). El éxito de la educación bioética requiere no solo un plan de estudio bien diseñado, sino también que los educandos puedan evaluar si un programa de bioética cumple con sus expectativas y necesidades, en relación al más desafiante de los dilemas éticos (Piasecki, Dirksen e Inbadas, 2018). Con esta indagación se demostró que, las curriculares se deben dirigir a la praxis y al fortalecimiento del área humanística.…”

Equipping African medical students with ethical decision-making skills: A case-based method from Burundi

“…3 However, curricula indiscriminately applied across a broad international base risk a lack of applicability to the learners, which can lead to confusion, unusable knowledge, and even cultural imperialism. 4 In order for case scenarios to be effective, they must be real to the learners, which requires contextualizing the case to the real learning environment. 1 Though there are examples of cases developed for Western students going to East Africa on elective rotations, there is a lack of published information about cases designed for the particularities of an East African health context.…”