module 2: Ethics of prevention
This course stimulates reflection on the role of values and value trade-offs in public health interventions, asking under what conditions these can be justified. It starts with an analysis of basic concepts in ethics, and some philosophical reflection on the concepts of health and disease, proceeding with analysis and discussion on how values like health, individual autonomy, and privacy may clash when considering public health interventions, and on ways to arrive at a well considered judgment as to whether a specific intervention can be justified. The course also reflects on how interventions assign responsibility for health to either individuals or society and to what extent such assignments are justified.
module 3: Scientific reasoning and methodology.
Students learn to recognize the role of scientific research in the design of solutions to problems in health-care systems. They learn to reflect on the nature scientific thinking, to distinguish between different kinds of knowledge, and to reflect on logical aspects of scientific reasoning and methodology. The course focuses on scientific reasoning, addressing induction, deduction, falsification, the hypothetical-deductive model of scientific method correlation versus causation, inductive versus causal mechanistic explanations, empirical knowledge versus theoretical knowledge, and the role of literature research in scientific research.
module 6: Research ethics
This course enables students to deal critically and responsibly with ethical issues in research. It introduces the history of research with human subjects, and the ethical principles guiding its regulation. It discusses the motivation for and acceptability of research with human subjects, questions of informed consent, and responsibilities in research, including vulnerable populations. Students learn to reflect on human subject research ethics, on the process of informed consent, and develop proposals for ethics committees.
module 8: Technology and society
In this module, students learn to reflect critically and systematically on the relations between medical technology and society. In relation to several technologies that are actually developed at the University of Twente - like medical robots, diagnostic technologies, and lab-on-a-chip technology – students learn to analyze promises of new technologies, human-technology relations, the role of technologies in social processes, and public discussions about medical technologies. They develop skills in the social and ethical assessment of medical technologies.