UNIVERSITY OF KENT
Confirmation that this version of the module specification has been approved by the School
Learning and Teaching Committee:
11/12/2014
MODULE SPECIFICATION
1.
Title of the module
Law and Medical Ethics (LW602)
2.
School which will be responsible for management of the module
Kent Law School
3.
Start date of the module
Autumn 2011 (revised version start date September 2015)
4.
The number of students expected to take the module
80 at Canterbury plus 10 at Medway
5.
Modules to be withdrawn on the introduction of this proposed module and
consultation with other relevant Schools and Faculties regarding the withdrawal
None.
6.
The level of the module (e.g. Certificate [C], Intermediate [I], Honours [H] or
Postgraduate [M])
Honours [H]
7.
The number of credits and the ECTS value which the module represents
15 credits (7.5 ECTS)
8.
Which term(s) the module is to be taught in (or other teaching pattern)
Spring or Autumn
9.
Prerequisite and co-requisite modules
None
10. The programmes of study to which the module contributes
All KLS undergraduate programmes of study
11. The intended subject specific learning outcomes
1
Module Specification Template (v.October 2014)
UNIVERSITY OF KENT
The module’s specific learning outcomes are as follows:
12.1 To introduce students to a wide range of factual circumstances governed by medical
ethics and the law.
12.2 To provide a solid grounding in the concepts, principles, policies and rules
applicable in such circumstances.
12.3 To locate this area of law in its ethical, socio-economic and historical context, and
critically to analyse its application from a diverse range of perspectives.
12.4 To demonstrate understanding of the concepts, principles, policies and rules that
apply in medical law and ethics
12. The intended generic learning outcomes
The module’s intended generic learning outcomes are:
13.1 To identify the ethical, ideological and policy underpinnings of this area of the law
and evaluate the efficacy of its rules and principles as well as their social, legal and
economic consequences;
13.2 To engage successfully in critically analysing and evaluating this area of the law.
13.3 To demonstrate enhanced skills in research and writing, particularly as concerns
analysing statutes, reading cases and constructing arguments.
13.4 To demonstrate an independence of mind and an ability critically to challenge
received understandings and conclusions in medical law and ethics.
13. A synopsis of the curriculum
This module considers the legal regulation of medical practice in its ethical, socio-economic
and historical context, drawing on a range of critical, contextual and interdisciplinary
perspectives. Students will be introduced to the major western traditions of ethical theory
and the major principles of medical law. They will then pass on to their incorporation in
medical negligence, confidentiality, consent and competence, and medical research. They
will then draw upon these to engage in critical legal analysis of major areas of medical
ethics and law.
14. Indicative Reading List
The core text for this module will be the latest edition of E. Jackson, Medical Law: Text,
Cases and Materials. Additional readings will be suggested each week. These draw on a
wide range of legal, philosophical and medical journals. For example, the further reading list
for week one (which provides an introduction to moral theory, using the conjoined twins’
case, Re A, to demonstrate its relevance), includes the following:
•
•
•
•
‘Ethical Theory in Bioethics’ in Contemporary Issues in Bioethics, T. Beauchamp, L.
Walters, California, Wadsworth 1994.
Kant, I., Groundwork of the Metaphysics of Morals, transl., H.J.Paton, Harper
Torchbooks, New York, 1964. or any other edition, esp. ch I, ch II, [classification of
imperatives, [the formula of universal laws],[the formula of the law of nature],
[illustrations],[the formula of the end in itself] and [illustrations].
Re A (Conjoined twins: medical treatment) 4 All ER 961 (CA)
A Bainham, ‘Resolving the Unresolvable: the Case of Conjoined Twins’ (2001) 60(1)
Cambridge Law Journal 49
2
Module Specification Template (v.October 2014)
UNIVERSITY OF KENT
15. Learning and Teaching Methods, including the nature and number of contact hours
and the total study hours which will be expected of students, and how these relate to
achievement of the intended module learning outcomes
The module involves a combination of lectures, seminars and private study. There will be
one time-tabled lecture and one seminar each week throughout the module, excluding
reading, writing and multiple choice examination weeks. Powerpoint slides and recordings
of all lectures will be made available on the module study page. Students will also be
encouraged to read around the subject by the posting of URLs to recent relevant news
stories. The total of study hours expected of students is 150 hours, made up of 18 hours of
contact time, 54 hours of private study time (6 hours per week), allowing for assimilation of
the lectures and seminar preparation, 1 hour of multiple choice test, with 25 hours of
revision for it, and 2 hours of written examination with 50 hours of revision for it.
The lectures function to provide a foundation for the areas of law considered, as well as to
introduce students to some of the major issues and controversies therein (12.1; 12.2; 12.3;
12.4). The seminars function to build a more detailed understanding through reading and
discussion of the concepts and ideas introduced in the lectures (12.2; 12.4, 13.1). The
questions and problems provided on the weekly worksheets function as bases for
discussion and further individual study (12.3; 12.4; 13.1; 13.2; 13.3; 13.4). The format of the
seminars may vary, with students taking part in role plays, moots or debates as well as
discussions, thus testing understanding and developing skills in argument (12.2; 12.4; 13.2;
13.3). General principles within medical ethics and the law may be fleshed out by
discussion of specific fact situations. By engaging in argument, students will be expected to
develop and demonstrate a critical and evaluative understanding of the law (13.1; 13.3;
13.4).
16. Assessment methods and how these relate to testing achievement of the intended
module learning outcomes
Assessment is by multiple choice test (20%) and two hour written examination (80%). The
multiple choice test is intended to assess substantive knowledge and understanding of
material covered across the curriculum (12.1; 12.2; 12.4). The examination consists of a
choice of essay questions, each of which requires the students not merely to display
knowledge of the field but also to demonstrate critical analytical skills (12.3; 12.4; 13.1;
13.2; 13.3; 13.4). The seminar questions and resulting in class discussions are heavily
focussed towards critical engagement, thus developing the kind of approach that will be
required for success in the written examination.
17. Implications for learning resources, including staff, library, IT and space
The library already has decent holdings in this area and it is not anticipated that the module
will make significant new resource demands on the library. Teaching will take place in a
normal seminar space. There are no particular room requirements.
18. The School recognises and has embedded the expectations of current disability
equality legislation, and supports students with a declared disability or special
educational need in its teaching. Within this module we will make reasonable
adjustments wherever necessary, including additional or substitute materials,
teaching modes or assessment methods for students who have declared and
discussed their learning support needs. Arrangements for students with declared
3
Module Specification Template (v.October 2014)
UNIVERSITY OF KENT
disabilities will be made on an individual basis, in consultation with the University’s
disability/dyslexia support service, and specialist support will be provided where
needed.
19. Campus(es) or Centre(s) where module will be delivered:
Canterbury and Medway
4
Module Specification Template (v.October 2014)