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Unit 1| Public health and public health ethics |
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Hours & Session no |
Topic |
Faculty |
Learning Objectives |
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0930-1000 |
Welcome; Course overview and introduction to course objectives; and Round of Introduction |
Course Directors and FMES’ HEaL Institute Colleagues |
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Session 1 1000 – 1130 |
Foundations of public health and epidemiology, relationship amongst them – Part I |
P Manickam (1) |
Ø To learn the concept of public health, epidemiology, and diseases of public health importance Ø To recognize the distinct features of public health and population health as opposed to individual health |
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1130-1200 |
TEA |
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Session 2 1200-1330 |
Foundations of public health and epidemiology, relationship amongst them – Part II |
Mathew George (1) |
Short Film Screening Ø To situate social epidemiology approach within the principles of Public health practice Ø To understand the possibilities of SE approach -staging social determinants of health Ø To recognize the need to respond to the societal context of public health problems in India Ø To learn the concept of vulnerability in the context of public health discourse |
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1330-1415 |
LUNCH |
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(…contd) Unit 1| Public health and public health ethics |
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Session 3 1415-1500 |
Project work time
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Moderated by two faculty members |
Ø To form small groups comprising of course participants for working on developing projects in public health and developing response employing the learnings from the course Ø To help groups to identify their own project theme with the help of faculty |
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Session 4(a) 1500-1545 |
Foundations of public health ethics, key public health ethics principles and Public Health Ethics Frameworks – Part I |
Amar Jesani (1) And Sunita Sheel |
Ø To learn public health ethics from historical perspective Ø To learn the principles of right to health, social justice and health equity; and the principle of solidarity Ø To learn the concept of public health ethics, ‘common good’, and ‘public good’ To identify the relationship between human rights, public health, public health ethics and law; |
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1545-1615 |
TEA |
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Session 4(b) 1615-1745 |
Foundations of public health ethics, key public health ethics principles and Public Health Ethics Frameworks – Part II |
Sunita Sheel (1) and Amar Jesani |
Ø To know select relevant ethics theories (agent-centred, deonotology, utilitarianism, communitarianism, liberalism, libertarianism, libertarian paternalism) Ø To recognize the sources of public health ethics (global conventions, Indian constitutional framework in relations to public health obligations of the state and rights of citizens Ø To learn about the select public health ethics frameworks to respond to public health issues and situations
Case examples embedded in the presentation |
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1745-1800 |
Ø Course participants’ project time with faculty and with their own groups |
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1800 |
END OF THE DAY 1 |
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DAY 2| Thursday, July 18, 2019 |
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Unit 2Ethical issues in communicable diseases |
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Hours & Session no |
Topic |
Faculty |
Learning Objectives |
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0930-1000 |
RECAP of Day 1 Resolving Queries |
Ø Two course participants to volunteer to recap Ø Faculty to respond to any questions on the previous day |
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Session 5 1000-1130 |
Ethical issues in communicable diseases and programs |
P Manickam (2) |
Ø To learn about ethical issues surrounding public health policy and practice regarding disease prevention and control often involve conflicting rights and values. Ø To recognize conflicts which arise in the context of disease prevention and control due to tension between individual and community interests or tension involving cultural beliefs and practices. |
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1130-1200 |
TEA |
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Session 6 1200-1330 |
Vaccination and ethics discourse |
Amar Jesani (1) |
Ø To learn about the concept of ‘public good’ and ‘common good’; and the concept of trust in the context of vaccination Ø Case study (plenary and/or small group work): Ethical issues in mandatory vaccination (conflict between legitimate values: individual liberty Vs public health; Conflict of Rights: right to individual autonomy Vs others’ right to health or right to not get infected; concept of free-riders) |
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1330-1415 |
LUNCH |
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Unit 3| Screening and surveillance in Public Health |
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Session 7 1415-1545 |
Ethics of disease screening and public health surveillance (PHS) |
Nilesh Gawade (1) |
Ø To recognize the distinction between public health research and non-research activities such as public health surveillance, emergency response, PHS and research; Ø To identify ethical issues in public health surveillance; Ø To know WHO Guidelines and the four core ethical principles applicable to PHS (the common good, as in shared benefits, but understood in a broader sense than the more narrowly economic term ‘public good’; equity, to create just and fair conditions for human flourishing; respect for persons, in order to make protection possible and to minimize the risk of harm; and good governance, promoting accountability and openness to public scrutiny
Case studies embedded in the session| Small group work to discuss case studies |
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1545-1615 |
TEA |
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Unit 4|Ethics and health policies |
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Session 8 1615-1745 |
Ethics and Health Policies |
Mathew George (2) and Sambuddha Chaudhuri (1)
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Ø To learn to apply public health ethics lens to critically review health policies and programs. Ø To learn select frameworks of critical policy analysis that exist in public policy analysis Ø To use the above frameworks to critically appraise National Health Policies of India from a public health ethics perspective
Cases studies and ethical analysis of key programs in India |
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1745-1800 |
Ø Course participants’ project time with faculty and with their own groups |
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1800-1830 |
FACULTY MEETING |
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1830 |
END OF THE DAY 2 |
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DAY 3| Friday, July 19, 2019 |
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Unit 5|Ethical issues in Non-communicable health conditions |
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Hours & Session no |
Topic |
Faculty |
Learning Objectives |
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0930-1000 |
RECAP of Day 2 Resolving Queries |
Ø Two course participants to volunteer to recap Ø Faculty to respond to any questions on the previous day |
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Session 9 1000-1130 |
Ethical issues in NCDs |
Anant Bhan (1) |
Ø To recognize the foundational ‘Social determinants approach to NCD prevention’ Ø To learn harm principle – how much can public health interfere in life style choices that do not affect or harm others? Ø To learn mutli-factorial causation and contextual analysis of public health issues Ø To analyze govt policies and programs (at different levels) aimed at prevention of chronic diseases from public health ethics perspective Ø Corporate entities o Case studies (Water fluoridation; prohibition of smoking in public places (Bulgaria); Municipal corporations/ Schools policy about beverage sale in schools)
Case examples embedded in the presentation |
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1130-1200 |
TEA |
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Unit 6|Special themes – Part I |
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Session 10 1200-1330 |
Mental health as a public health matter: Law, Ethics and Policy |
Kaustubh Joag (1) |
Short Film Screening Ø To learn public health aspects of mental health Ø To identify relationship between mental health and key social determinants Ø To learn relationship between mental health laws and policies from ethics perspective |
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1330-1415 |
LUNCH |
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Unit 7|Health and allied policies; universal access to health care; and access to medicine: A public health ethics and human rights perspective |
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Session 11 1415-1545 |
Universal Health Care (UHC) as an ethical imperative and health insurance |
Ravi Duggal (1) |
Ø To understand why UHC is important for achieving access to equitable comprehensive primary healthcare within the context of an ethical imperative Ø To understand how public budgets are critical to realizing UHC Ø To have clarity on health insurance as a financing mechanism and why it is not an option for realizing UHC
Case examples embedded in the presentation or groups work |
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1545-1615 |
TEA |
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Session 12 1615-1745 |
Access to medicine: A human rights and public health ethics perspective |
Kajal Bhardwaj (1) |
Ø To learn the concepts of essential medicines and access to medicines from human rights and ethics perspective Ø To recognize global drug imbalance Ø To learn about government approaches to ensure people’s access to medicine Ø To identify govt and market failures Ø To recognize access to medicines related obligations of corporates from the ethics and HR framework
Group work for case studies or case study based discussions in plenary OR Case studies embedded in the session |
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1745-1800 |
Ø Course participants’ project time with faculty and with their own groups |
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17:45 |
END OF THE DAY 3 |
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DAY 4| Saturday, July 20, 2019 |
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Hours & Session no |
Topic |
Faculty |
Learning Objectives |
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0930-1000 |
RECAP of Day 3 Resolving Queries |
Participants and All faculty to respond to questions |
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Session 13 1000-1130 |
Role of private players in health policy making: Resource allocation and CoI |
Anant Bhan (2) |
Short Film Screening Ø To learn the concept of conflict of interest in the context of public health policies Ø To learn and recognize various types of CoI Ø To recognize the potential adverse impact of situations of CoI on public health Ø Case studies (Food and Beverage industry, their role in health policy making: A case of Conflict of Interest | Tobacco and alcohol industry and their participation in policy making (overt or covert)
Case examples embedded in the presentation |
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1130-1200 |
TEA |
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Unit 6|Special themes – Part II |
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Session 14 1200-1330 |
Violence as a public health matter and ethical issues in developing a response |
Amar Jesani (2) |
Ø To recognize violence as a public health matter Ø To recognize determinants of violence and its consequences to people and society at large Ø To recognize essentiality of responding to address violence as an ethical imperative |
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1330-1415 |
LUNCH |
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Session 15 1415-1545 |
Panel on select special themes in public health |
Moderated by one of the core faculty members |
Ø TB and Gender (gender justice in public health) by Amita Pitre Ø Leptospirosis response in Kerala (Mathew George) OR Leprosy (Nilesh Gawde) Or Suicide OR Pain and Palliative care as PH issue (Sunita Sheel) Ø Cases from reproductive health by Nilangi Nanal
Three presentations on three special themes in public health issues followed by 30 mins long discussion |
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1545-1615 |
TEA |
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Unit 8|Public health emergencies and ethical imperative of responding |
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Session 16 1615-1745 |
Ethical principles that apply in health emergencies and epidemics |
Tarun Bhatnagar (2) |
Ø To learn the concept of public health emergency and its specific characteristics Ø To recognize application of public health ethics principles to such emergencies Ø To learn the rights and obligations of front line health workers in such situations |
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1745 – 1800 |
Ø Course participants’ project time with faculty and with their own groups |
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1800 |
END OF THE DAY 4 |
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Day 5| Sunday, July 21, 2019 |
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UNIT 9|Public health ethics and beyond (Environmental ethics) |
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Hours & Session no |
Topic |
Faculty |
Learning Objectives |
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0930-1000 |
RECAP of Day 3 Resolving Queries |
Participants and All faculty to respond to questions |
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Session 17 1000-1130 |
Introduction to environmental ethics
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Sunita Sheel (2) and Mathew George (3)
Silicosis case presentation by Navneet Wadkar |
Ø To learn the concept of environmental ethics and its relationship with public health Ø To learn ecological aspects of public health Ø Case examples: Water crisis, sanitation, deforestation, occupational health, air pollution, manual scavenging
Case studies based session |
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1130-1145 |
TEA |
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Unit 10| Public health, ethics, law: Global and Local Governance |
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Session 18 1145-1230 |
Public health governance: Local and Global |
Tarun Bhatnagar (2)
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Ø To learn International Health Regulation 2005 Ø To learn Siracusa principles Ø To know General Data Protection Regulation (GDPR), EU; Regulatory frameworks for exporting human tissue samples Ø To learn Public health laws – global and local |
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Small group work to discuss the public health problems chosen by the course participants on Day 1. Three to four groups will be formed comprising of course participants on Day 1. They will be working on their projects through the course duration to develop response to the problem at hand and make presentation in the plenary during the post lunch session on day 5. |
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Session 19 1230-1330 through lunch hours |
Public Health Professionals Committees meet to discuss the problems/case studies to develop the response |
Course participants supported by all faculty |
Ø To learn to apply public health ethics principles and various related frameworks and laws to a public health problem Ø To learn to deliberate in as a group to develop a well-reasoned out response to the problem at hand |
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1330-1415 |
LUNCH |
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Session 20 1415-1545 |
Plenary for presentation by Public Health Professionals Committees the outcome of on their respective projects (three groups comprising course participants) |
Course participants (three or four groups) Moderated by Faculty |
Ø To defends the response/plan developed to respond to the problem at hand |
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1545-1600 |
TEA |
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Session 21 1600-1730 |
Ø Open and Written Evaluation Ø Valedictory Ø Course certificate distribution |
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Ø For course organizers to know the areas of improvement in the course content, learning methods, allocation of time and related matters. |
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17:30 |
END OF THE DAY 5 AND COURSE CLOSURE |
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