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Erasmus Mundus Master of Bioethics: a Case for an Effective Model for International Bioethics Education

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Erasmus Mundus Master of Bioethics: a Case for an Effective Model for International Bioethics Education Med Health Care and Philos (2018) 21:3–10 DOI 10.1007/s11019-017-9814-x SHORT COMMUNICATION Erasmus Mundus Master of Bioethics: a case for an effective model for international bioethics education Jan Piasecki1 · Kevin Dirksen2 · Hamilton Inbadas3 Published online: 10 November 2017 © The Author(s) 2017. This article is an open access publication Abstract Designing bioethics curriculum for interna- Introduction tional postgraduate students is a challenging task. There are at least two main questions, which have to be resolved The nature and conditions of bioethics education consid- in advance: (1) what is a purpose of a particular teaching erably influences the quality of its clinical application and program and (2) how to respectfully arrange a classroom teaching for the student. An incompetent, ideological, or cul- for students coming from different cultural and professional turally insensitive bioethicist may have been a victim of poor backgrounds. In our paper we analyze the case of the Eras- bioethics education. Because this poorly educated bioethicist mus Mundus Master of Bioethics program and provide rec- can serve as a policy maker, medical ethics teacher, mem- ommendations for international bioethics education. In our ber of an Institutional Review Board/Research Ethics Com- opinion teaching bioethics to postgraduate international stu- mittee (IRB/REC), opinion leader, or at the bedside in the dents goes beyond curriculum. It means that such a program clinic, it is important to properly design and conduct bioeth- requires not only well-defined goals, including equipping ics education. In this paper we discuss a case of the Erasmus students with necessary skills and knowledge, but also it Mundus Master of Bioethics (EMMB)—a 1 year postgradu- should first and foremost facilitate positive group dynamics ate academic program—and offer specific recommendations among students and enables them to engage in dialogue to for international bioethics education. learn from one another. In our short article, we not only analyze official docu- ments and arguments in the debate on international bioeth- Keywords Graduate education in bioethics · Erasmus ics education, but we also refer to our experience with the Mundus Master of Bioethics · Bioethics education · Moral program as former EMMB students. Now 6 years removed imperialism from the aforementioned course of study, one of us JP is an assistant professor in Poland who teaches bioethics to medical students and does research on healthcare systems; another KD is a practicing bioethicist in a hospital system on the west coast of the United States; and the third one HI * Jan Piasecki is a post-doctoral researcher studying end of life issues in [email protected] the global context based in the UK. JP was also a visiting scholar of the last edition of the EMMB and participated in 1 Department Philosophy and Bioethics, Faculty of Health teaching activities in the course on research ethics. Sciences, Jagiellonian University, Medical College, Michalowskiego 12, 31-126 Krakow, Poland In our opinion teaching bioethics goes beyond curricu- lum and the key for success is twofold: a well-designed cur- 2 Providence Center for Health Care Ethics, Providence Health and Services, 9205 SW Barnes Road, Portland, OR 97225, riculum and an educational infrastructure that is open to a USA dialogue with students and creating space for them to dis- 3 School of Interdisciplinary Studies, University of Glasgow, cuss and learn from one another. We are convinced that the Crichton University Campus, Dumfries, Scotland DG1 4ZL, EMMB met these two criteria for a high quality and effective UK bioethics education program. Vol.:(0123456789)1 3 4 J. Piasecki et al. International bioethics education encounters at least two an interdisciplinary character and it was focused on ethical critical issues. The first problem concerns a general goal problems arising in clinical situations (Leysen 2007). The of studying bioethics. This is especially important because curriculum evolved over the years, but it covered several students come from diverse cultural and professional back- important problems, theories, and methods discussed cur- grounds. A graduate degree in bioethics might provide rently in international bioethical journals (see Table 1). students with a general overview of bioethical problems or An important role among these was an introduction into train toward the development of requisite competencies in empirical bioethics, qualitative methods, and a systematic preparation for a certain role (Dudzinski et al. 2013). The review of literature: areas that were emerging in bioeth- second challenge is a possible charge of cultural or ethical ics scholarship at the time. The EMMB gave students the imperialism. Some argue that international bioethics pro- possibility to develop their research skills. As part of the grams in Western countries not only impose foreign ethical course assessment to complete the program students were categories, but point out a coincidence between launching offered the choice to write a paper intended for publica- international bioethics programs and suspicious clinical tri- tion (instead of a thesis): a yearlong project consisting of als in developing countries (de Vries and Rott 2011; Chatto- several phases and assignments (Dirksen and Schotsmans padhyay and De Vries 2008; Hellmann et al. 2015). Interna- 2012; Piasecki 2011). Another feature of the program was tional bioethics education can thus be seen as an instrument involving students into practicing ethical decision-making of potential subversion of developing nations. by role-playing ethics committee deliberations and debates In the forthcoming sections we will describe the EMMB on ethically-challenging cases. The program included sev- program, next reflect on particular challenges of the EMMB eral field trips to health care and research institutions that and a charge of ethical imperialism. Finally we provide rec- facilitated encounter and engagement with patients, caregiv- ommendations for international bioethics education. ers, clinicians, and researchers as well as the ethical issues they face on a daily basis. The interdisciplinary field of bioethics requires the Erasmus Mundus Master of Bioethics involvement of many different specialists from diverse backgrounds. The EMMB managed to realize this task, and The EMMB program was operated in collaboration by three among the teaching staff were specialists from many differ- universities: University of Leuven, Belgium (KUL), Rad- ent medical disciplines as well as from a variety of humani- boud University Nijmegen, the Netherlands (RUN), and ties and social sciences. University of Padua, Italy (PU). The program after ten edi- The EMMB was a truly international program, even if tions came to its end in summer 2016 due to changes in European students were overrepresented. For its 10 editions of financial support from European Commission and organi- more than 250 graduates came from more than 70 countries: zational transformations of collaborating universities. Since 113 (44%) students from Europe, 65 (26%) from Asia, 33 September 2016 KUL is continuing the Master of Bioethics (13%) from Africa, 12 (5%) from Middle East, 1 (< 1%) from program on its own. Oceania, 21 (8%) from North America, and 11 (4%) from The idea to create European program in bioethics South America (Borry 2016). The graduates had also diverse emerged among collaborating European researchers in professional backgrounds: medicine (92 students), theology 1998 (KUL Website 2016). In 2001–2002 a prototype of (32), philosophy (31), law (15), biology (18), nursing sciences the EMMB was launched in collaboration between KUL, (12), social sciences (9), pharmacology (7), psychology (5), RUN, UP and University of Madrid (KUL Website 2016). biotechnology (4), public health (4), biochemistry (3), chemis- In its first edition it was a 2 year, part-time study program try (2), anthropology (2), international relations (1), languages with a group of 15 students (Meulenbergs 2001). From the (1), biomedical (1), biostatistics (1) (Borry 2016). second edition the University of Madrid was substituted by the University of Basel. In September 2005 the Master of Bioethics was selected by the European Commission as an The overall goal of the program Erasmus Mundus Master course and was run in collabora- tion of the three aforementioned universities. First challenge: too ambitious and too diverse In the announcement published in Medicine, Health Care educational goals and Philosophy in 2007, one could learn that the EMMB is an international program, which nevertheless gives a special One could wonder if the goals of the EMMB program were attention to European philosophical and theological tradi- feasible and well-defined. Analyzing teaching materials of tions (Leysen 2007). The announcement contrasts European the courses one can imply that the overall goal of the pro- approach in bioethics with a dominant, but narrow Anglo- gram was at least threefold: (I) to introduce students to Euro- Saxon analytical tradition. The EMMB was established with pean intellectual traditions (phenomenology, personalism, 1 3 Erasmus Mundus Master of Bioethics: a case for an effective model for international bioethics… 5 Table 1 A list of courses in 2010–2011 edition of the Erasmus Mundus Master University Title of the course Short description of contents KUL Ethical Theories and Methods of Ethics Lectures and discussion on diverse subjects: from care
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