Curricular Unit:			Code:
Bioethics			1095BET
Year:	Level:	Course:	Credits:
2	CTSP	Support for Children and Adolescents with Special Needs	3 ects
Learning Period:		Language of Instruction:	Total Hours:
Winter Semester		Portuguese/English	39
Learning Outcomes of the Curricular Unit:
This curricular unit aims to provide students with instruments and methods of ethical reflection on recurrent or emerging issues that arise in the exercise of different professions in the social and health areas. The instruments and methods of ethical reflection will be applied to the knowledge acquired on the various topics indicated in the contents.
Syllabus:
1. Definition of concepts: ethics, deontology, law 2. Analysis: Main theoretical and practical positions 3. Main supervisory bodies 4. Legal regulation system 5. International Aspects 6. The GDPR 7. Cases
Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:
Syllabus contents focus on the reflective thinking on ethical issues in the area of health. This critical thinking shall ensure that the future professional activity will be based on ethical values, thus contributing to a more humanized approach, that respects the values of integrity and responsibility.
Teaching Methodologies (Including Evaluation):
Active, collaborative and expository methodologies: 1. Problem solving in small groups; 2. Brainstorming sessions of topics and issues to be researched by students; 3. Supervision of the research done by the students; 4. Summary and synthesis of the research done by the students and group discussion. Assessment: Portfolios (60% of final assessment); Presentation of Final Work and active participation (40% of final assessment). Students must do both assessment moments. Examination Session - Exam (100%).
Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:
The teaching methodologies correspond to the defined learning objectives, since they allow a deepening of the students' knowledge and their active participation in classes through active and collaborative learning strategies, combined with expositive and traditional methods. The teacher will be a facilitator of the student learning process, fostering the relationship of the key concepts of the course unit, the capacity for analysis and the discussion and reflection with practice. Active and expository methodology - evaluation: individual work, presentation, and participation/attendance.
Reading:
CARVALHO DANTAS, C. (2018). Dilemas éticos na saúde: reflexões para a tomada de decisão, Paraninfo Digital, 2018; XII(28): e051. http://www.index-f.com/para/n28/pdf/e051.pdf CORREIA, P. et al. (2019). O papel dos códigos de ética na administração do setor da saúde em Portugal, Sociologia, Problemas e Práticas, 89, pp. 79-95. https://journals.openedition.org/spp/5572 FIDALGO, A. (2017). Ética mínima : pequeno guia para tempos difíceis, 2ª ed., Lisboa: Gradiva. ROSIN BONIFÁCIO, A.C. (2015). Ética na Saúde, Rio de Janeiro: Estácio. SERRÃO, D. (2015). Saúde: ética ou éticas, Sobre saúde, pp. 41-56. SCHWALBACH, J. (2013). O trabalhador de saúde perante a dor e os cuidados paliativos, Dor, Vol. 21, N.o 4, pp. 7-12. https://www.aped-dor.org/images/revista_dor/pdf/2013_04.pdf
Lecturer (* Responsible):
Susana Teixeira (susanat@ufp.edu.pt)