Group 7 - Medical Technology Laws and Bioethics

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PHILIPPINE ASSOCIATION OF SCHOOLS OF MEDICAL TECHNOLOGY AND PUBLIC HEALTH Prototype Course Syllabus

Course Title: Medical Technology Laws and Bioethics

Course Description:

This course deals with various laws related to the Medical Technology/Medical Laboratory Science profession in the Philippines with emphasis on the Philippine Medical Technology Act of 1969 (RA 5527) and its amendments. It also includes the study of Code of Ethics of Medical Technologists and bioethics. Bioethics focuses on the basic ethical principles, major bioethical principles and its application to health and human life.

Course Credit: 3 units lecture

Contact Hours: 3 hours lecture per week (54 hours per semester)

Prerequisite: Introduction to Medical Technology with STS

Placement: Third Year, 1

st Semester

Terminal Competencies: At the end of this course, the student is able to:

1. recognize the rights and privileges, duties and responsibilities of medical technologists/medical laboratory scientists in the practice of the profession. 2. cite the different laws, presidential decrees, administrative orders, issuances associated with the practice of the medical technology profession 3. explain the ethical principles relating to health and human life. 4. clarify issues related to ethics, bioethics, health ethics and professional ethics. 5. internalize the necessary virtues as health care professionals.

References for Medical Technology Laws:

1. Fallorin, Conrado C. The Philippine Medical Technology Profession 3rd

ed. 2003. 2. Moraleta, Nardito D. The Medical Technology Profession and the Philippine Laws on Medical Technology. 2004. 3. Rabor, Rodolfo R. Medical Technology Laws and Ethics: A Collection of Philippine Laws, Statutes, and Code of Ethics of Medical Technologists. 2008. 4. Republic Acts, Administrative Orders, Presidential Decrees and Executive Orders and other Issuances (DOH, CHED, PRC, etc.)

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References for Bioethics:

1. Alora-Tan, Angeles. Bioethics, 2nd

ed. Philippines: UST Printing Press, 2006. 2. Ciabal, Laura Evelyn P. Health Ethics: A Guide for the Health Professionals. Quezon City: C & E Publishing, Inc., 2003. 3. Edge, Raymund, S. Groves and J. Randall. Ethics of Health Care: A Guide for Clinical Practice 3

rd ed. Australia: Thomson Delmar Learning, 2006.

4. Panicola, Michael et. al. Introduction to Health Care Ethics: Theological Foundations, Contemporary Issues and Controversial Cases. USA: St. Mary Press, 2007. 5. Pence, G. E. Classic Cases in Medical Ethics: Accounts that have shaped medical ethics, with philosophical, legal and historical backgrounds 4

th ed. USA: McGraw Hill, 2004.

Electronic References:

1. http://www.doh.gov.ph/ 2. http://www.nhmrc.gov.au/ethics/human/index.htm 3. http://www.pamet.org 4. http://www.prc.gov.ph/portal.asp?pid=57 5. http://www.ualberta.ca/BIOETHICS/page2.html

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Teaching Strategies Learning Objectives / Intermediate Competencies

Content

T.A.

Lecture Laboratory

Skills Values Evaluation/Assessment

At the end of this unit, the student is able to: 1. Define the terms related to the

practice of Medical Technology/Medical Laboratory Science profession.

2. Generalize ideas about Medical Technology/Medical Laboratory Science profession.

3. Enumerate the requirements for Medical Technology/Medical Laboratory Science Licensure Examination.

4. Analyze situations through critical thinking and derive right conclusions.

5. Recognize the different illegal practices of Medical Technologists

6. Explain the different provisions of the law.

PART I: Laws Pertaining to Medical Technology Profession I. RA 5527 – The Philippine Medical Technology Act of 1969 1. RA 6138 2. PD 498 3. PD 1534

6 hrs

Lecture Discussion Core Group Activity Case Study Situational analysis Debate

Conceptual Skills, Critical Thinking Skills

Professionalism Appreciation of the importance of Medical Technology both as a course and as a profession. Appreciation of RA 5527 as a main guiding law to maintain professional dignity

Quizzes Class Participation Graded recitation

At the end of this unit, the student is able to: 1. Describe an ideal laboratory set-

up. 2. Discuss the revised rules and

regulations governing the registration, operation and maintenance of a clinical laboratory.

II. RA 4688 – The Clinical Laboratory Law of 1966 1. Introduction to Clinical Laboratory 2. Provisions of RA 4688 3. Implementing Guidelines of RA 4688

3 hrs

Lecture Discussion Core Group Activity Case Study Reporting Project presentation (“Miniature Lab”)


Appreciate the importance of the clinical laboratory as a venue of training and as a service unit Awareness on the legal issues arising from clinical laboratory operation

Quizzes Class Participation Graded Recitation

At the end of this unit, the student is able to: 1. Explain the importance of creating

the PRC. 2. Discuss the powers and functions

of the Commission. 3. Opine on how the PRC can

improve its service-rendering mission.

III. Professional Regulation Commission (PRC) 1. RA 8981: PRC Modernization Act of 2000 2. PRC Issuances relevant to Medical

Technology Practice

3 hrs

Lecture Discussion Core Group Activity Interview with key personalities with echo classroom discussion

Conceptual Skills, Critical Thinking Skills, Interpersonal Skills

Appreciation of PRC as an institution in charge of supervision and regulation of professional practice


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At the end of this unit, the student is able to: 1. Promote Voluntary Blood

Donation. 2. Enumerate the benefits of

Voluntary Blood Donation. 3. Describe the set-up and

regulatory operation of a blood bank facility

IV. RA 7719: The National Blood Service Act of 1994 1. Provisions of RA 1517 and RA 7719 2. Implementing Guidelines of RA 7719 3. RA 1517 (Blood Banking Law)

4 hrs

Lecture Discussion Core Group Activity Case Study


Appreciation of the set up of a blood bank as a venue of training and as a service unit Awareness on the legal issues arising from blood bank operation Appreciation of the importance of sharing through voluntary blood donation


At the end of this unit, the student is able to: 1. Discuss the current situation of

HIV/AIDS in the Philippines 2. Correlate the HIV/AIDS statistics

with associated factors 3. Explain the importance of the law

as a preventive and control measure against HIV/AIDS

4. Discuss the basic requirements in the accreditation of laboratory for HIV testing

5. Explain the importance of public health assurance and protection through proper H.I.V. testing in different clinical laboratories and blood banks.

V. RA 8504: HIV Law 1. Background of HIV/AIDS 2. Overview of HIV/AIDS in the Philippines 3. Policies prescribed on:

3.1. Health Awareness 3.2. Test and screening 3.3. Violations and Penalties

4. PNAC: Philippine National AIDS Council 5. A.O. 55 Series of 1989: Rules and

Regulations governing the Accreditation of Laboratories Performing H.I.V. testing.

3 hrs

Lecture Discussion Core Group Activity Case Study


Respect Confidentiality Professionalism


At the end of this unit, the student is able to: 1. Analyze the current situation of

Drug addiction in the Philippines 2. Explain the reasons behind the

existence of drug addictive behavior among youth and other community members

3. Relate the role of this law in the control of drug addiction

4. Discuss the operation of drug testing laboratories

VI. RA 9165: The Comprehensive Dangerous Drug Act of 2002 1. Review on Prohibited Drugs 2. Implementing Guidelines of RA 9165

3 hrs

Lecture Discussion Core Group Activity Interview with key person with echo classroom discussion


Awareness of drug addiction Respect Confidentiality Professionalism


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At the end of this unit, the student is able to: 1. Explain the rationale behind the

current updates in the PSG 2. Identify the revisions on the PSG

VII. RA 7722: Higher Education Act of 1994 1. Policies, Standards and Guidelines for

Medical Technology/Medical Laboratory Science Education (CMO 14 S. 2006)

2. Implementing Guidelines of RA 7722

4 hrs

Lecture Discussion Core Group Activity Case Study Debate


Global competitiveness Excellence


At the end of this unit, the student is able to: 1. Explain the different regulations

governing internship training program

2. Discuss the rules and regulations regarding the accreditation of clinical laboratory for training medical technology interns

VIII. Regulations governing Medical Technology/Medical Laboratory Science Internship Training Laboratories 1. AO and other Issuances related to Medical

Technology Internship Training

2 hrs

Lecture Discussion Core Group Activity Interview with key persons with echo classroom discussion


Appreciation of the rights and privileges of a medical technology intern


At the end of this unit, the student is able to: 1. Analyze the trends in water

analysis 2. Explain the importance of water

testing facilities 3. Appreciate the role of medical

technologists in newborn screening and organ donation programs

IX. Other Laws Related to the Medical Technology Practice 1. AO and other issuances related to Water

Testing Laboratories 2. Newborn Screening Act 3. Organ Donation Act

3 hrs

Lecture Discussion Core Group Activity Case Study Debate


Valuing healthy lifestyle Appreciation of the importance of quality management in water testing laboratories, newborn screening and organ donation centers


At the end of this unit, the student is able to: 1. Abide by the Code of Ethics 2. Compare the local and

international versions of the Code of Ethics of Medical Technologists.

3. Recognize the Ethico-Moral and legal responsibilities of a registered medical technologist

4. Recite/sing the Code of Ethics of Medical Technologists, PAMET Hymn and Medical Technologist prayer

X. Code of Ethics 1. PAMET Version of the Code of Ethics (1997

Revision) 2. IAMLT Version of the Code of Ethics 3. PAMET Hymn 4. Medical Technologist Prayer

2 hrs

Lecture Discussion Core Group Activity Skit presentation Drawing interpretation


Virtues inherent of a future health care professionals


At the end of these units, the student is able to: 1. Define terms related to Bioethics

and Ethics 2. Review the nature of a disease

process: etiology, development

Part II. Bioethics I. Overview of Bioethics 1. Introduction to Bioethics

1.1. Definition of Health 1.2. Definition of Disease/Illness

2 hrs

Lecture Discussion Core Group Activity


Appreciation and Awareness on the importance of Ethics in the biomedical field


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and diagnosis 3. Differentiate between health and

disease 4. Discuss the relevance of ethical

principles to the practice of Health Profession

2. Concepts of Disease 2.1. Ontological 2.2. Physiological

3. Ethics 3.1. Etymology 3.2. Ethos of Man 3.3. Meaning/Definition

3.3.1. Human Acts 3.3.2. Morality

3.4. Ethics as a Practical Science 3.5. Bioethics, Health Ethics, Professional

Ethics II. Importance of Ethics And Health Ethics

1 hr

Enthusiasm in learning the language of ethics as applied in the medical technology field

At the end of this unit, the student is able to: 1. Explain the nature of the Human

Person 2. Differentiate needs and values

based from different person’s point of view

3. Define terms related to conscience

III. The Human Person 1. The Notion of a Person:

1.1. Needs and Values of Human Persons 1.1.1. Biological 1.1.2. Psychological 1.1.3. Social 1.1.4. Spiritual

2. The Human Act: Its Characteristics 2.1. Knowledge 2.2. Freedom 2.3. Willfulness

3. Conscience 3.1. Definition of Conscience 3.2. Conscience as a “Practical Judgment” 3.3. Kinds of Conscience

3.3.1. Correct or True 3.3.2. Erroneous or False

3.3.2.1. Culpable 3.3.2.2. Inculpable

3.3.3. Certain 3.3.4. Doubtful 3.3.5. Scrupulous 3.3.6. Lax

3 hrs

Lecture Discussion Core Group Activity Skit presentation


Appreciation of the value of a human person as God’s ultimate expression of love Conformance with the accepted moral norms


At the end of this unit, the student is able to: 1. Acquire basic knowledge regarding

health care profession 2. Define the different terms related to

basic ethical principles 3. Discuss the responsibilities of both

the patients and the health care providers

IV. The Calling of Health Care Provider 1. The Health Care Profession

1.1. Merton’s Values of a Profession 1.2. Merton’s knowing, doing and helping

principles 1.3. Differences between profession and

occupation 1.4. Characteristics of trust 1.5. Relationship of health care provider and

patient

2 hrs

Lecture Discussion Group Dynamics Skit presentation Film viewing

Conceptual Skills Critical Thinking Interpersonal skill Communication Skills

Appreciation of the value of the Medical Technology profession as part of the health care delivery system Responsibility in the performance

Quizzes Class Participation Graded Recitation Project

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2. Duties and Rights of a patient 3. Personalizing the Health Care Profession:

Factors needed in ethical decisions 4. Psychoanalytical Model 5. Duties and Rights of a health care provider

5.1. Characteristics of a good health care provider

5.2. Commitment of a health care provider V. Basic Ethical Principles 1. Stewardship 2. Totality

2.1. Application in Health Care 2.2. Relationship of totality to wholeness

3. Principle of Double Effect 4. Principle of Cooperation

4.1. Formal /Informal 4.2. Immediate / Mediate

3 hrs

of task-related activity

At the end of this unit, the student is able to: 1. Explain the major bioethical

principles 2. Uphold the quality of life through

practice of morality 3. Apply theoretical concepts and

principles to practical situations

VI. Major Bioethical Principles 1. Respect for Person

1.1. Respect as a Value 1.2. Principle of Free and informed consent 1.3. Principle of Autonomy

2. Importance of Free and Informed Consent 2.1. Patient’s right to information 2.2. Proxy consent

3. Principles of Justice 3.1. Neighborly relations 3.2. Types of Justice

4. Beneficence: Its application to health care 5. Inviolability of Life:

5.1. Crimes against human life 5.1.1. Suicide 5.1.2. Mutilation 5.1.3. Sterilization 5.1.4. Euthanasia 5.1.5. Drug Addiction 5.1.6. Alcoholism 5.1.7. Abortion

6. Non-Maleficence

4 hrs

Lecture Discussion Core Group Activity Skit presentation Film viewing Interview with key persons with echo classroom discussion


Appreciation of the significance of bioethical dogma as primary guiding posts to quality of life Demonstration of positive attitudes as an “agent of change” and guardians of Christian values


At the end of these units, the student is able to: 1. Relate health ethics and the

different stages of life 2. Analyze relevant social and ethical

issues to highlight biomedical concerns

VII. Applied Health Ethics 1. Informed Consent

1.1. Functions 1.2. Elements

2. Beginning of Life 2.1. Principal value of Human Sexuality 2.2. Rights of a person to sex and

2 hrs

Lecture Discussion Core Group Activity Actual immersion to health


Manifestation of enthusiasm in the practical application of concepts in various health fields


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3. Demonstrate positive virtues inherent of a health care provider

4. Criticize the attitudes of health care providers based on their actual experience

parenthood 2.3. Maternal and Fetal conflicts 2.4. Double Effect principle to maternal and

fetal conflicts 2.5. Artificial Insemination and In Vitro

Fertilization 3. End of Life

3.1. Needs of a dying person 3.2. Role of Health Care provider in caring

for the dying person 3.3. Suffering 3.4. Role of suffering in man 3.5. Role of the healthcare provider in a

suffering patient 4. Death

4.1. Karl Rahner’s view on death 4.2. Dying with Christ

5. Health Professional Relationships with other Health care Professionals 5.1. Mutual Responsibility 5.2. Mutual Support 5.3. Mutual Respect

VIII. Analysis of Bioethical Issues 1. Introduction 2. Ethical Method 3. Deontological Methods

3.1. Legalism 3.2. Deontologism 3.3. Legal Positivism 3.4. Teleological Methods

3.4.1. Utilitarianism 3.4.2. Proportionalism 3.4.3. Emotivism

4. Prudential Personalism IX. Virtues of Healthcare Providers 1. Definition of virtues/Role of Virtues in Health

Care 1.1. Fidelity 1.2. Honesty 1.3. Integrity 1.4. Humility 1.5. Respect 1.6. Compassion 1.7. Prudence 1.8. Courage

2 hrs 2 hrs

community Interview with key person with echo classroom discussion

Initiation of catechetical effort to share proper examples of moral values in various types of communities

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1.9. Truth 1.10. Love 1.11. Faith 1.12. Hard work 1.13. Social Justice

2. Vices 2.1. Authority and Power 2.2. Pride 2.3. Greed

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Technical Working Group for Prototype Course Syllabi Development (2007-2008)

Zennie Aceron Petrona Benitez Sergia Cacatian Zenaida Cajucom Edwin Cancino Jacinta Cruz De Carlos Leon Oliver Shane Dumaoal Bernard Ebuen Nini Lim

Frederick Llanera Carina Magbojos Gregorio Martin Fe Martinez Josephine Milan Ferdinand Mortel Magdalena Natividad Rodolfo Rabor Ma. Teresa Rodriguez Celia Roslin

Anacleta Valdez Rowen Yolo and other PASMETH members not cited in this page who in one way or another has contributed greatly to the success of this endeavor…

Documents

Group 7 - Medical Technology Laws and Bioethics