gms 6871 health sciences ethics syllabus summer 15

Health Sciences Ethics

GMS 6871

Graduate and Postdoctoral Affairs

School of Biomedical Sciences

Morsani College of Medicine

GMS 6871 Health Sciences Ethics (summer 2015)

HEALTH SCIENCES ETHICS (GMS 6871)

Course Director: Michael J. Barber, D.Phil.

MDC 1060

(813) 974-9908

(813) 974-4317

[email protected]

MDC 040, 12901 Bruce B. Downs Blvd., Tampa,

FL 33612

Course Format: This course is delivered entirely “on-line” using Blackboard accessed

through the secure USF portal (my.usf.edu).

Course Objectives: ealth Sciences Ethics (GMS 6871) is designed to examine selected ethical considerations

that have become significant components of the practice of the biomedical sciences and

which often represent important considerations that must be addressed in both the

“basic” and “clinical” sciences. This course emphasizes a variety of ethical issues and includes

such topics as the oversight and design of

biosciences projects, informed consent,

subject selection for clinical studies,

conflicts of interest, the social effects of

bioscience research, studies using

embryos, fetuses and children, genetic

research, the use of animals in research

and questions on authorship, publication

and scientific misconduct. The course

attempts to develop a broad introduction to

many of the ethical issues that often

confront basic scientists and clinicians

during the conduct of various types of

research projects and clinical care.

While some ethical issues in medicine, such as the use of animals in basic research, euthanasia

and abortion have been under discussion for extensive periods of time, other aspects of

biomedical research, including the use of human subjects, human tissue acquisition, the

collection and use of genetic information and decisions of authorship criteria and scientific fraud,

are of comparatively recent vintage. Modern efforts to implement guidelines and standards for

the conduct of biomedical research have been developed to provide formal protections for

various classes of research participants. Health sciences ethics addresses many of the topics that

are of concern to professionals engaged in the health sciences. The course assignments focus on

a selected array of topics that are designed to introduce specific topics of ethical concern.

The course includes the review of selected case studies to provide an appropriate mechanism to

analyze and think-through difficult medical and moral situations.

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mailto:[email protected]


All material is presented in the context of modern healthcare such that at the completion of

the course, students will be able to:

1. Describe the several points of analysis that should be addressed when evaluating the

various types of biomedical studies and will be able to address the potential social impact

of research.

2. Identify the dominant motives for most types of research study and discuss the value and

justification for the proposed activities.

3. Describe the major facets of the research process, such as the potential risks, access to the

resulting information and whether the research is justified in terms of the involvement of

animals, children and adults or other selected groups of individuals.

4. Explain the social impact of research in terms of reinforcing inequity, prejudice or

discrimination, the potential influence on the legal system and how will the benefits of

the research be distributed?

Course Duration and Mode of Study: “Health Sciences Ethics” is designed to be

completed in the summer semester “C”.

Session C comprises a 10 week period that lasts

from May 11th to July 17th. All unit quizzes or

unit assignments must be completed and

submitted by the indicated deadlines in the

course calendar for consideration for grading.

Late quiz submissions will NOT be accepted.

The course make extensive use of the “Canvas”

learning management system. The course has been developed using a modular, chapter-based

format.

Instructor’s Office Hours:

There are 3 modes.

1) Office meetings - by appointment

2) Email - anytime – (The instructor will make every effort to respond within 48 hours)

3) Telephone

Course Meetings: None

Location: Web-based course located on Canvas at - http://my.usf.edu/

Course Credit Hours: 2 credit hours

Students are expected to allot a minimum of 10 hours per week.

Course Prerequisites:

http://my.usf.edu/


There are no course prerequisites, although some familiarity with modern biomedical issues

would be advantageous. This course is a component of the M.S. in Medical Sciences Program.

Who To Contact and How: For course content related questions - contact the instructor directly.

For problems accessing the course materials - contact the instructor or academic administrator

directly.

For computer related technological support & Canvas problems - (i.e., computer questions,

access to Canvas, USF email, USF portal, cannot access the course, browser issues), please

contact Academic Computing helpline at (813) 974-1222 or [email protected]

Course Evaluations: There will be an online evaluation from the University distributed towards the end of the

course, which can be accessed from OASIS.

In addition, we may be asking for your feedback on the course, materials, delivery

methods, technology and research skills and technology-related issues you encounter

during the course.

An announcement will be made on the course website when these evaluations are available.

How Do I Access The Course Website? Step 1- Obtain a USF ID card (go to step 2 if you have a USF card)

Most Distance Learning Students do not have a USF ID Card Number. To apply for a

USF Card complete the application, and send it to the USF Card Office. You can

download the application or go to the website at

http://www.auxsvc.usf.edu/form_distance_learning.asp (It takes 1-2 weeks for the USF

Card Office to process your application). NOTE: It is the student’s responsibility to get

the USF Card before the start of the Semester, and to use the information on the ID card

to obtain a NetID and access the course (see steps 2-3)

Step 2- Create your NetID (go to step 3 if you have a NetID)

The course’s secure website is located in Canvas within the USF Web Portal

(https://my.usf.edu/). In order to access the Portal, the student must have a:

NetID

Login name

Password

In order to establish a NetID login name and password, you will need the following:

Date of Birth, Social Security Number, and USF ID Card Number (see step 1).

Step 2a:

To get your NetID, go to: https://una.acomp.usf.edu and click on

“Are you a new user? Sign Up!”

1. Enter the first 16 digits located on the back of your USF ID card

2. Enter your date of birth

3. Enter your Social Security Number

4. Click on the continue button

Step 2b:

Follow the steps to change your password

Step 3: Use your NetID, password and login name to enter the course on Canvas

Open your internet connection, and at the top of the browser:

http://www.auxsvc.usf.edu/form_distance_learning.asp

http://www.auxsvc.usf.edu/form_distance_learning.asp

http://my.usf.edu/

https://una.acomp.usf.edu/


1. Type https://my.usf.edu/

2. Type your NetID (and press the Tab key)

3. Type your password

4. Press ENTER –or- click the Login button

5. Click on the COURSES tab

Technology Requirements: General Technology Requirements:

All registered students must meet the minimum technical requirements. For details visit:

http://hsccm.hsc.usf.edu/medicine/graduatestudies/Technology+Requirements.htm

Specific Course Technology Requirements:

This course may require the student to view/listen to narrated presentations, videos, and

participate in audio-conferencing. Therefore, in addition to the general technology requirements,

this course will require the following:

Adobe Acrobat:

http://www.adobe.com/products/acrobat/readstep2.html

QuickTime player:

http://www.apple.com/quicktime/download/index.html

Flash player:

http://www.macromedia.com/software/flashplayer/

Microsoft PowerPoint

Microsoft Word

It is the student’s responsibility to meet the above mentioned technical requirements before

the start of the semester he/she is registered for.

Course Format: This course is primarily a web-based course. Course materials and assignments will be posted on

the course website (Canvas). The course is divided into “Units”, each consisting of a number of

components:

Reading Assignments:

Specific chapters in the required textbook have been assigned for each unit. The reading

assignments are the primary means by which each student will acquire the core content of

the course. It is essential that students complete the reading assignments for

comprehension early in each unit. For some units, additional web-based research may be

required.

Responsible Conduct of Research:

The first unit in the course requires course participants to complete a brief training course

in the responsible conduct of biomedical research developed by the Collaborative

Institutional Training Initiative, or CITI, that features a number of “modules” on

biomedical RCR together with a number of associated brief MCQ quizzes. The modules

can be found at the website:

https://www.citiprogram.org/

https://my.usf.edu/

http://hsccm.hsc.usf.edu/medicine/graduatestudies/Technology+Requirements.htm

http://www.adobe.com/products/acrobat/readstep2.html

http://www.apple.com/quicktime/download/index.html

http://www.macromedia.com/software/flashplayer/

https://www.citiprogram.org/


Unit Quizzes:

Each of the ten (10) course units features a short quiz as an assessment and grading

exercise. For each unit, a number of questions are included that reference the material

included in the reading assignments from either the CITI exercise or the required

textbook. Each student is required to access each quiz INDIVIDUALLY at either the

CITI website or on Canvas and prior to the deadline indicated on the course calendar to

complete the quizzes. Responses to the quiz questions should NOT be shared with other

course participants. Grades received for the unit quizzes will be included in the final

course grade calculation. For the textbook-related quizzes, each quiz will be accessible

for a limited period of time and the quizzes will include a time limitation and include a

single attempt. For the CITI quizzes, only the first attempt will count towards the course

grade.

Unit Quiz Policies:

All unit 2 through 10 quizzes must be completed by way of the “Quizzes” folder on the

course Canvas site. In case of internet-related problems you should send the results

to the instructor as an attachment to a message within Canvas the exact same day.

Deadline Extensions for Submission of Quiz Responses:

Late submissions of quizzes or incomplete quiz completions will NOT be accepted.

Extensions are only given due to extreme circumstances, or emergencies. Students are

required to provide appropriate documentation, which will be determined acceptable by

the instructor BEFORE being granted an extension.

Examples of events qualifying for consideration include:

a. Illness of the student or immediate family (parent, spouse, child, sibling, or

grandparents) of such severity or duration to preclude completion of the

assignment(s) or exam(s) as confirmed in writing by a physician (M.D.).

b. Death of the student or death in the immediate family (parent, spouse, child, sibling,

or grandparents) as confirmed by documentation (death certificate, obituary)

indicating the student’s relationship to the deceased.

c. Involuntary call to active military duty as confirmed by military orders.

d. A situation in which the University is in error as confirmed by an appropriate

University official.

e. Other documented exceptional circumstances beyond the control of the student which

precluded completion of the assignment(s) or exam(s) accompanied by explanatory

letter and supporting documentation.

Unit Discussions:

Beginning in the second week of the course, are the weekly discussion cases that are also

part of the course assessment activities. Each week, a brief case study or “scenario” is

added to the discussion board (“Discussion” folder) for review and course participant

comment to aid the development of critical thinking skills as applied to ethical case

analysis. Each of the discussion topics will be open for comment for 1 week (Monday

morning, 9am EST to Sunday evening, 11pm EST).

Each course participant is required to submit a minimum of two (2) posts for each

discussion. The first should be a substantive response to the question or questions included


in the case study that provides an analysis of their interpretation of the scenario and which

can be based upon external informational resources that can be accessed and that are

relevant to the case. The second and any subsequent posts should be appropriate responses

to positions adopted by other student’s posts. Short posts such as “I agree” or “I disagree”

or similar simple statements would not meet this submission requirements. Posts should

include comments supported by facts derived from additional readings or experience. The

focus of the discussion posts is to generate a forum where students can discuss their

approaches to the case. Thus, course participants should endeavor to spread their discussion

posts throughout the appropriate week to encourage discussion by all participants. Please

do not wait until the last day of the week, Sunday, to post your discussion comments since

this leaves little time for other students to comment on your post(s).

Student Performance and Final Course Grade Calculation: A course participant’s final grade will be determined by completing the ten (10) assignments and

associated quizzes. The two CITI-related quizzes will count for a total of 15% of the course

grade while each of the unit 2-10 quizzes will represent 8.88% (80% total). Each of the 9

discussion topics will count for 0.55% (5% total). The final course grade will be based on the

standard College of Medicine + grading scale:

Letter Grade Grade Quality Points

A 92-100 4.00 A- 89-91 3.67

B+ 87-88 3.33 B 82-86 3.00 B- 79-81 2.67

C+ 77-78 2.33 C 72-76 2.00 C- 69-71 1.67

D+ 67-68 1.33 D 62-66 1.00 D- 59-61 0.67

F <59 0.00

"I" (Incomplete grade) Policy: Students sometimes fail to progress in technology-centered courses because adequate

prerequisite technical skills are not possessed or because adequate time management and study

skills are not exercised. These are NOT appropriate bases for the issuance of an "Incomplete"

grade. No "I" grades will be awarded in this course without extenuating, documented

circumstances, such as death in the family or extended illness. If you should happen to arrive in

such unfortunate circumstances, be sure to provide the instructor with suitable documentation

when you approach me about the "I". Don't ask the instructor what form the documentation

should take or what is acceptable. If the instructor finds any problem with it he will let you

know. "I" requests must be made and valid documentation provided before the course is over and

grades have been issued. Your "I" will buy you one more semester in which to finish your work.

If you haven't earned a higher grade by that time, your grade will convert permanently to an "F"

and there will be no way to complete the course. If you wish at that point to continue, you will

have to start anew by re-registering (and re-paying) for the course.

Course Overview: This graduate-level course is directed towards students who have an interest in the biomedical

sciences or who are focused on future medically-related or allied health careers. Students

interested in pursuing a medical or health-related career require familiarity with the diverse

aspects of biomedical ethics. Understanding the ethical principles that should govern biomedical

research and healthcare are a critical component of a health sciences-related education.


This course is part of the Medical Sciences Master’s program, is used by the majority of the

concentrations and provides a valuable opportunity for degree seeking students to gain a deeper

understanding of the principles of modern biomedical ethics.

The course content follows a traditional curriculum in biomedical ethics for healthcare

professionals includes topics that vary from confidentiality and the design and oversight of basic

and clinical research studies to the various forms of informed consent instruments that apply to

clinical issues, such as the terminally ill or those undergoing emergency treatment. The course

also examines examples of conflicts of interest and the function of IRB’s, the social effects of

research, including disclosure of study results, the ethical issues associated with genetic research

and the current issues associated with the use of medical records.

The course material is presented in a ‘modular” format which presents the essential information

in an integrated approach. The various modules are supplemented with readings and “case

studies” that reinforce the medically-related aspects of the material.

The course requires extensive “on-line” participation plus additional hours of reading and

research. Course participants will be introduced to the modern principles of healthcare and

biomedical research ethics.

Attendance Policy: Students are expected to be active members of the course. At a

minimum each student should log into the course at least twice a

week to check for any course announcements and to complete

the various assignments.

Course Materials: Access to course materials is limited to individuals registered for

the course. Students are not permitted to copy any of the course

materials for sale or distribution to other individuals.

Course Text: The following textbook is required for this course. In order to

appropriately address the teaching objectives of the course, students will be responsible for

subject material from the assigned readings. Moreover, maximum benefit will be obtained by

reading the appropriate textbook material (Assigned Reading) before attempting to complete

each of the unit assignments.

“Ethics for Health Professionals” (Stanford, C.C. & Connor V.J.) Jones & Bartlett Learning,

2012.

ISBN-13: 978-1-4496-8960-5

Jones & Bartlett $54.95 Amazon $41.64

As described by the publisher, “Ethics for Health Professionals” provides a foundational

understanding of ethics for healthcare students and clinicians. Written with a conversational tone

and features within each chapter that add to its appeal including quotes, interesting facts, case

studies, and more, this indispensable text offers an enjoyable, eased reading style while

supplying information that can be practically and easily put into practice once the student enters

the field. Many ideals can also be carried over to one’s personal life in terms of ethical principles


and decision making. Pedagogical features include chapter objectives, boxed articles, quotes,

case studies, key terms, chapter summary, assessment review questions. Website links are also

included for additional reference. Students will learn basic information while develop a

meaningful understanding of ethics, its importance and application in the world of health

sciences. The text’s contents include:

• Overview of the history of ethics • Blanchard and Peale’s 3-step model • Ecological Model •

Approaches to ethics • Applying ethics to the health care professional • Patient Care Partnership

• Vulnerable Populations • Confidentiality • The Medical Record • Patients’ rights under HIPAA

and privacy standards • Ethics and the Workplace • Liability and Health Care • Matters of Life

and Death. The text also covers additional contemporary topics in health care including: •

Integrity in Research (Including conflict of interest and Institutional Review Boards) • Central

Electronic Medical Record Registry • Stem Cell Research • Euthanasia, Abortion, Assisted

Suicide.

Editorial Review - From The Critics

Reviewer: Steven K. Hamick, BIS, RCP, RRT (William Beaumont Hospitals)

Description: This book provides a solid understanding of ethical principles and their

application in healthcare.

Purpose: Although there isn't a preface, it is clear this book is intended to prepare

healthcare students for clinical and personal situations they will face during their

careers. The authors meet their objectives with numerous thought-provoking

presentations of ethical situations.

Audience: Although the book is written primarily for healthcare students, new

practitioners would find it an interesting read as well.

Features: The book begins with an overview of ethics and then delves into patient

ethics, confidentiality, ethics in the workplace, medical records and HIPAA, law, life

and death issues, and controversial topics such as stem cell research and organ

allocation. The book is both easy to read and thought provoking; it asks students to

consider their own ethics and values in many ethical situations.

Assessment: This is an excellent book for healthcare students that will prepare them for

the real situations they will likely encounter in patient care.

How to Order Course Materials: The book is available at the USF Health Bookstore. The book can be ordered from the USF

Health Bookstore over the phone (813-974-4984). If you call the bookstore to order they will

ship and the books should arrive in 3-4 days.

CITI RCR Program: CITI Program's Responsible Conduct of

Research (RCR) series includes disciplinary

courses for the biomedical sciences, engineering, the humanities, the physical sciences and the

social, behavioral and education sciences. Each of the RCR course offerings covers the core

norms, principles and rules governing the practice of responsible research. RCR training is now

part of funding requirements of both the National Institutes of Health (NIH) and the National

Science Foundation (NSF). RCR is increasingly viewed as an essential component of research

training, regardless of a researcher’s source of funding. RCR training is currently required for all

USF doctoral students and has been proposed to be extended to all master’s students.

http://www.barnesandnoble.com/w/ethics-for-health-professionals-carla-caldwell-stanford/1110454267?ean=9781449689605&itm=1&usri=9781449689605&cm_mmc=Google-_-105_E-_-Ethics%20For%20Health%20Professionals-Title-Phrase-_-Ethics%20For%20Health%20Professionals&r=1&utm_campaign=105_E&utm_medium=cpc&utm_source=google&utm_term=ethics%20for%20health%20professionals


The modules in each course cover the standard RCR core topics: mentoring, authorship, peer

review, collaborative research, conflicts of interest, data management, research misconduct and

research with human and animal subjects.

Disability accommodation: Information regarding qualifications for student disabilities through the Disabled Student

Academic Services Office (DSA) at the University of South Florida can be found online at:

http://download.grad.usf.edu/PDF/section14.pdf. Students can also directly contact the DSA for

arrangement of academic accommodations and assistance at (813) 974-4309, SVC 2043,

Coordinator of Disabled Student Academic Services. Students who anticipate that they will

require an academic accommodation or assistance must provide written notice to the instructor

by the beginning of the SECOND week of the course.

Discussion Board Etiquette: The Discussion Board is a vital part of communication in distance or “online” learning. If all

participants agree to follow a few principles of civility and professionalism, the discussion board

can be a great opportunity to examine relevant course material, express opinions, share ideas and

receive feedback from peers who are engaged in the same learning objectives.

Please review the document entitled “Discussion Board Etiquette” in the “Modules” folder for

some guidance on how to utilize discussion board posts and remember that GMS 6871 typically

has a large enrollment and patience with the operation of the discussion board is appreciated.

Holidays and Religious Observations: Students who anticipate that they will be unable to complete any aspect of this course due to the

observation of a major religious observance must provide written notice to the instructor by the

beginning of the SECOND week of the course.

TurnItIn: The University of South Florida has an account with an automated plagiarism detection service

which allows instructors to submit student assignments to be checked for plagiarism. The

instructor reserves the right to 1) request that assignments be submitted as electronic files and 2)

electronically submit assignments to TunrItIn.com. Assignments are compared automatically

with a huge database of journal articles, web articles, and previously submitted papers. The

instructor receives a report showing exactly how a student’s paper was plagiarized.

http://www.grad.usf.edu/gradcatalog/default.html

http://www.grad.usf.edu/gradcatalog/default.html


HEALTH SCIENCES ETHICS: LEARNING OBJECTIVES

UNIT 1: Responsible Conduct of Research

Required reading assignment: CITI RCR Program Materials

Responsible Conduct of Research

UNIT 2: An Overview of Ethics

Required reading assignment: Stanford, Ch. 1.

After this unit, the student should be able to:

Compare two philosophers in the field of ethics.

Examine different ways ethics can be defined.

Compare and contrast three major areas of study in ethics.

Discuss various approaches to ethics.

Discuss the three-step decision-making model.

Discussion Case 1

UNIT 3: Top Priority: The Patient



Discuss the role of the healthcare professional, both as a professional and as a healthcare

consumer.

Examine RED: respect, empathy, and dignity.

Discuss The Patient’s Bill of Rights.

Describe the healthcare provider-patient relationship (including contracts and consent).

Examibe handling transference (boundaries).

Discuss the healthcare consumer.

Discuss reasons a patient could be released from care.

Discussion Case 2

UNIT 4: Vulnerable Populations



Examine legal and ethical issues surrounding minors.

Examine legal and ethical issues surrounding elderly populations.

Examine legal and ethical issues surrounding HIV/AIDS.

Discuss legal and ethical issues surrounding cultural and other differences.

Discuss mandatory reporting.

Discussion Case 3

UNIT 5: Confidentiality



Discuss the importance of confidentiality in the healthcare industry.


Examine the Health Insurance Portability and Accountability Act (HIPAA).

Discuss violations of a patient’s confidentiality and consequences.

Compare and contrast common breaches of medical information.

Examine the Privacy Rule.

Discussion Case 4

UNIT 6: Ethics and the Workplace



Discuss laws surrounding employment in healthcare.

Examine what to do if you are a victim of discrimination.

Discuss how to find the code of ethics related to your profession.

Examine medical practice acts.

Identify ethical issues surrounding the healthcare workplace.

Examine how to report an ethics violation.

Discuss the progressive discipline technique.

Discussion Case 5

UNIT 7: Accountability: The Medical Record



Examine the definition and purpose of a medical record.

Discuss the characteristics of proper documentation (FLOAT).

Indentify information that should be in a medical record.

Discuss medical record ownership.

Discuss the Privacy Act, 1974.

Compare and contrast the advantages of medical information.

Examine advantages and disadvantages of a national electronic medical record system.

Compare and contrast two types of medical charting methods.

Discussion Case 6

UNIT 8: Liability and Health Care: Legal Aspects of Health Care



Identify various sources of law in the U.S. and how they affect healthcare professionals.

Examine the difference between intentional and unintentional torts.

Discuss the PYTHON principle.

Examine liability and the impact it has on healthcare professionals.

Discussion Case 7

UNIT 9: Life and Death Issues




Discuss issues surrounding end-of-life care.

Discuss the importance of advance directives.

Compare and contrast legal and ethical options for patients and families making decisions

about end-of-life care.

Identify issues surrounding fertility options.

Discuss legal and ethical issues surrounding the beginning of life.

Discussion Case 8

UNIT 10: Controversial Issues in Health Care



Examine the stem cell research debate.

Discuss the ethical implications of genetic testing.

Discuss organ allocation.

Discuss the conscience clause—a closer look.

Identify ethical issues surrounding research.

Discussion Case 9


Appendix A

University of South Florida Student Conduct Policies: http://www.sa.usf.edu/

Online Conduct/Academic Dishonesty:

All members of this course shall foster an environment that encourages adherence to the

principles of honesty and integrity. All parties shall protect the integrity of academic

materials including test materials, copyrighted documents, and all related course work.

Students are expected to represent themselves honestly in all work submitted. The presence

of a student’s name on any material submitted in completion of an assignment is considered

to be an assurance that both the work and ideas are the result of the student’s own intellectual

effort, and produced independently. Collaboration is not allowed unless specifically

permitted by the instructors.

All course participants are expected to respect others’ personal feelings; have the right of

freedom to hear and participate in dialogue and to examine diverse ideas; and have the right

to a learning environment free from harassment and discrimination; and the responsibility

that free discussion represents the scholarly nature of the learning community.

Cheating (the unauthorized giving, receiving, or use of material or information in quizzes,

assignments or other course work or the attempt to do so) or plagiarism (the use of ideas,

data or specific passages of another person’s published or unpublished work that is either

unacknowledged or falsely acknowledged) is not acceptable in this course.

The use of Internet resources when writing your paper should be kept to a minimum. It is not

acceptable to use on-line abstracts or resources of questionable authority in your paper. The

web is acceptable for certain data sources e.g. CDC or census data. It is acceptable to use full

text journal articles that are on-line.

Academic Dishonesty & Disruption for Academic Process Policy

See http://www.sa.usf.edu/handbook/03/academics/ImportantAcademicPolicies.htm

Plagiarism & Punishment Guidelines for Plagiarism:

See http://www.sa.usf.edu/handbook/03/academics/ImportantAcademicPolicies.htm

Plagiarism is defined as ‘literary theft’ and consists of the unattributed quotation of the exact

words of a published text, or the unattributed borrowing of original ideas by paraphrase from a

published text. On written papers for which the student employs information gathered from

books, articles, or oral sources, each direct quotation, as well as ideas and facts that are not

generally known to the public at large, or the form, structure, style of a secondary source must be

attributed to its author by means of the appropriate citation procedure. Only widely known facts

and thoughts and observations original to the student do not require citations. Citations may be

made in footnotes or within the body of the text. Plagiarism, also, consists of passing off as one’s

own, segments or the total of another person’s work.

Cheating is defined as follows:

(a) the unauthorized granting or receiving of aid during the prescribed period of a

course-graded exercise: students may not consult written materials such as notes or

books, may not look at the paper of another student, nor consult orally with any other

student taking the same test;

http://www.sa.usf.edu/

http://www.sa.usf.edu/handbook/03/academics/ImportantAcademicPolicies.htm

http://www.sa.usf.edu/handbook/03/academics/ImportantAcademicPolicies.htm


(b) Asking another person to take an examination in his/her place;

(c) Taking an examination for or in place of another student;

(d) stealing visual concepts, such as drawings, sketches, diagrams, musical programs and

scores, graphs, maps, etc., and presenting them as one's own;

(e) Stealing, borrowing, buying, or disseminating tests, answer keys or other examination

material except as officially authorized, research papers, creative papers, speeches, etc.

(f) Stealing or copying of computer programs and presenting them as one's own. Such stealing

includes the use of another student's program, as obtained from the magnetic media or

interactive terminals or from cards, print-out paper, etc.

Punishment for such Academic Dishonesties will depend on the seriousness of the offense and

may include receipt of an ‘F’ or ‘O’ grade on the subject paper, lab report, etc., an ‘F’ in the

course, suspension or expulsion from the University. The University drop policies and

forgiveness policies shall be suspended for a student accused of plagiarism or cheating or both.


Appendix B Glossary Advance directive: oral or written statements regarding the kind of medical care one wants in the future should one be unable to

communicate.

Arm of study: a course of involvement in a study; studies may have one or more arms; each arm may receive different kinds of

treatment in order to make comparisons possible.

Autonomy: the ability of human beings to make choices; the moral basis for informed consent in research.

Beneficence: action taken in the interest of the subject; the moral basis for protecting subjects from undue risk.

Blinding: in clinical trials, concealment of the nature of the intervention received by the subject; this may be single-blinding (the

subject does not know) or double-blinding (neither the subject nor the researcher knows).

Blinding: in publication, concealment of authorship when dealing with scientific reports and reviews.

Case analysis: a method evaluating particular circumstances in light of generally accepted moral principles.

Casuistry: a method of ethical analysis that involves applying general principles to individual cases, using clear-cut cases as

points of comparison.

Captive population: a group of people who are not entirely free to avoid unwanted attention or treatment.

Cell lines: cells of a particular kind grown in the laboratory; these lines can replicate themselves indefinitely.

Centers for Disease Control and Prevention: an agency of the U.S. government that studies the incidence, frequency, and

prevalence of disease and methods to control morbidity and mortality.

Certificate of confidentiality: a protection given to some researchers that exempts them from certain obligations under civil and

criminal law; for example, the duty to report observed crime.

Code of Federal Regulations: compilation of United States statutes.

Compliance and noncompliance: conformity of subjects to the terms of a study, or failure to do so.

Consent: expressed willingness, usually paired with informed to indicate a decision made in full knowledge of the nature and

scope of available choices.

Confidentiality: restriction of access to and use of information gathered in the course of research.

Conflict of interest: the prospect of financial or other gain that could undermine fiduciary or professional judgment exercised to

benefit others, not one’s own self.

Consequentialism: a method of ethical analysis that relies heavily on consequences (as against motives or the nature of actions)

in order to evaluate the value of actions.

Deception: actions taken in order to mislead; it may include outright lies or withholding of information.

Deferred consent: consent sought after a course of action has been imposed on a person; usually applied to circumstances in

which people are not capable of giving consent in advance because of an incapacity.

Deontological ethics: a method of ethical analysis that relies heavily on the nature of duty (as against motives or consequences)

in order to evaluate the value of actions.

Embargo: in publication, withholding known information until a specified time.

Ethics committee: a general term used to refer to committees having oversight of either clinical or research activities; see

institutional review board.

Equipoise: a state of indeterminacy about whether one drug or device is better than another; the moral basis for asking subjects

to enroll in research.

Exclusion criteria: factors that make people ineligible to join or to continue in studies.

Exposure studies: studies that expose animals or humans to pathogens, injuries, or situations under controlled circumstances in

order to study the effect of that exposure and/or a treatment.

Framing effect: in psychology, the way in which presentation of information influences the way in which it is perceived and

evaluated.

Genetic therapy: therapy that involves alteration of the genetic make-up of an organism.

Genome: a combination of the words “gene” and “chromosome”; refers to the entire genetic make-up of an organism.

Germ-line intervention: a genetic intervention that affects not only the individual but can be passed along to offspring.

Inclusion criteria: factors that make people eligible to join a study.

Informed consent: a moral precept that requires disclosure of the nature and scope of a study to possible subjects; the process of

making that disclosure.

Institutional animal care and use committee: a committee that is charged to review and approve studies involving animals.

Institutional review board (IRB): a committee that is charged to review and approve studies involving human subjects; its

primary charge is to protect the rights and welfare of subjects.

Phase 1 studies: in government regulations, a study to evaluate the safety of a drug or device in humans; part of the process

required to make a drug or device available to the public.

Phase 2 studies: in government regulations, a study to evaluate the effect of a drug or device in humans; part of the process


Phase 3 studies: in government regulations, a study to evaluate the benefit of a drug or device in humans; part of the process


Phase 4 studies: in government regulations, a study to evaluate the effects of widespread use of a drug or device in humans after

it is made available to the public.

Randomization: the distribution by chance of subjects to the various arms of a study; intended to minimize possible bias.


Recombinant DNA: a term used to refer to intentionally modified genetic sequences either in vitro or in vivo.

Risk (minimal): in government regulations, a term that refers to the probability that anticipated research risks are not greater

than those encountered in daily life or during the performance of routine physical or psychological examinations or tests.

Somatic cell nuclear transfer (SCNT): transplanting the nucleus of a somatic cell (not a gamete) into another cell which has

had its nucleus removed, usually an ovum; this transfer is part of a process of inducing the new cell to behave as an embryo.

Somatic treatment: treatments that affect the body but do not alter the underlying genetic make-up of an organism.

Subclinical markers: laboratory evaluations to study the effect of medical interventions before the emergence of symptoms.

Therapeutic research: research believed to have some possible benefit for the subjects; the opposite of non-therapeutic research

in which no benefit to the individual is foreseen.

Vector: in genetics, a mechanism by which a gene is delivered into an organism.

Graduate & Postdoctoral Affairs

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Morsani College of Medicine

USF Health

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Graduate Programs in Integrated Biomedical Sciences

gms 6871 health sciences ethics syllabus summer 15

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