Virtual seminars: problem-based learning in healthcare law and ethics

Michael Bromby

Research output: Contribution to journalArticle

Abstract

A series of problem-based learning scenarios were introduced using asynchronous discussion boards as a substitute for tutor-led face-to-face classroom seminars on and undergraduate LLB 'healthcare law and ethics' elective module. The scenarios contained ethical dilemmas, many of which could be solved by a number of alternative means. Student responses, therefore, were not 'right' or 'wrong' in the traditional sense but a variety of responses could be seen as appropriate, given that a supportive ethical framework or argument was presented within an answer. Feedback suggested that the students enjoyed the experience and gained a deeper understanding of the topics through advanced preparation and the ensuing discussion. Full student evaluation was conducted to evaluate the project on completion. The aim was to encourage greater student participation and co-operation in a class where many students had been extremely reluctant to offer an opinion or to challenge each other's views.

Original languageEnglish
JournalJournal of Information, Law and Technology
Volume3
Publication statusPublished - 1 Dec 2009

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Bromby, M. (2009). Virtual seminars: problem-based learning in healthcare law and ethics. Journal of Information, Law and Technology, 3.
Bromby, Michael. / Virtual seminars: problem-based learning in healthcare law and ethics. In: Journal of Information, Law and Technology. 2009 ; Vol. 3.
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Bromby, M 2009, 'Virtual seminars: problem-based learning in healthcare law and ethics', Journal of Information, Law and Technology, vol. 3.

Virtual seminars: problem-based learning in healthcare law and ethics. / Bromby, Michael.

In: Journal of Information, Law and Technology, Vol. 3, 01.12.2009.

Research output: Contribution to journalArticle

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AB - A series of problem-based learning scenarios were introduced using asynchronous discussion boards as a substitute for tutor-led face-to-face classroom seminars on and undergraduate LLB 'healthcare law and ethics' elective module. The scenarios contained ethical dilemmas, many of which could be solved by a number of alternative means. Student responses, therefore, were not 'right' or 'wrong' in the traditional sense but a variety of responses could be seen as appropriate, given that a supportive ethical framework or argument was presented within an answer. Feedback suggested that the students enjoyed the experience and gained a deeper understanding of the topics through advanced preparation and the ensuing discussion. Full student evaluation was conducted to evaluate the project on completion. The aim was to encourage greater student participation and co-operation in a class where many students had been extremely reluctant to offer an opinion or to challenge each other's views.

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Bromby M. Virtual seminars: problem-based learning in healthcare law and ethics. Journal of Information, Law and Technology. 2009 Dec 1;3.