Students are required to complete 14 credits of coursework, including 11 credits of required courses and 3 credits of electives.
In addition to taking the required courses and electives, students will complete a portfolio project.
Email CatholicClinicalEthics@georgetown.edu to inquire about the most current electives offerings, as the availability of courses may vary from semester to semester.
🗹 3 Required Courses (9 credits)
🗹 1 Elective (3 credits)
🗹 Portfolio Project (2 credits)
The following courses and project, comprising 11 credits, are required for the Certificate in Catholic Clinical Ethics.
Course Instructor: Paul Scherz, PhD, Dan Sulmasy, MD, PhD
This course will introduce students to the most necessary theological and general philosophical concepts regarding anthropology, social ethics, and health for them to effectively function as ethicists in a Catholic health care institution. A solid foundation in the philosophical and theological concepts related to medicine will be instrumental in addressing the challenging conceptual and practical ethical questions that arise in healthcare. Each class will examine a specific concept through the use of a case study supplemented by background readings. Topics covered will include: healthcare as a vocation, the doctor-patient relationship, dignity, embodiment, autonomy, suffering, death, technology, and justice in the distribution of healthcare.
Paul Scherz, PhD
Myles N. Sheehan, SJ, MD
This course will introduce students to the necessary ethical concepts to analyze individual cases and actions. The first few classes will discuss prerequisite knowledge but it will swiftly move into using case studies to illuminate the tools of the Catholic moral tradition. This course will primarily introduce students to prerequisite knowledge for the rest of the program, the skills of case analysis, the ability to recognize other ethical viewpoints, and the ability to list alternative possibilities.
CACE 530: Foundations of Catholic Clinical Ethics (Case Analyses of Catholic ERDs) 3 credits | Fall Semester
Prerequisites: Previous or Concurrent enrollment in Philosophy of Medicine & Applied Ethical Reasoning
G. Kevin Donovan, MD, MA
Claudia Ruiz Sotomayor, MD, DBe
This is a case-based, foundational course that introduces students to theoretical and practical ethics/bioethics in healthcare. This course will analyze continuing controversies in bioethics and emerging, controverted bioethical issues through case analysis. The primary emphasis will be developing the higher skills of ethical reasoning by applying conceptual tools learned in earlier courses to a broader range of case studies, but students will also be obtaining important prerequisite knowledge on these topics as they analyze the cases. Topics covered will vary based on emerging problems in Catholic clinical ethics but examples include: whole genome newborn screening, artificial nutrition and hydration, organ markets, research design for Ebola vaccine trials, and addressing noncompliant patients.
Prerequisites: Philosophy of Medicine; Applied Ethical Reasoning; Foundations of Catholic Clinical Bioethics
Individually determined for each student
A typical Portfolio will consist of all the student’s reflective writing assignments completed during the program, accompanied by a synopsis of all the included work, written in light of knowledge gained in coursework and prior learning experiences.
Certificate students must take one elective. Check the current schedule of classes for elective courses offered each term, as they change according to faculty availability. Elective courses offered through or crosslisted with the CACE program have included Medical Ethics: Historic Texts, Neuroethics, Pediatric Ethics, and End of Life Issues in Catholic Clinical Ethics. One course which is required for MA students is an elective for Certificate students: Medicine, Health, and the Human Person. Additional elective courses can be taken through other departments, or through the Consortium and applied to the CACE elective requirement. Such courses have included Research Ethics (CLTR), Theories of Medical Ethics (PHIL), and Christian Social Ethics (CUA). Students who identify additional courses they would like to take as electives must get approval from the CACE Program.
Students may also propose Independent Study Tutorials (CACE 901) to satisfy elective requirements.
CACE 540 Medicine, Health, and the Human Person (John Grabowski, PhD) – 3 credits (Required for MA, elective for Certificate)
A course primarily focused on developing the level of fluency in and mastery of Catholic theology that the CHA requires for systems level ethicists. The course will emphasize theological concepts and reasoning. Topics covered with reference to scripture and the Church’s tradition will include the concept of the person in relation to Christology and Trinitarian theology, and human solidarity and communion in relation to ecclesiology and the Church’s sacramental life. The course will foster students’ ability to think through and analyze these topics as they apply to difficult cases involving questions of human life, personhood, and Church authority in Catholic healthcare settings.
CACE 550 Neuroethics (James Giordano, PhD, MPhil) – 3 credits
This course begins with a view of how and why neuroscience has ‘evolved’ to become a dynamic force in society. Lectures will depict how key areas of neuroscience and neurotechnology have developed to become potent forces that enable assessment, access and manipulation of brain function (in individuals, groups and perhaps even communities at-large). From this, the field – and practice(s) – of neuroethics will be addressed and discussed, with relevance to the ways that progress in neuroscience compels and sustains both the issues and dilemmas that arise in and from neuroscientific and neurotechnological research and its applications, and the importance of acknowledging and addressing the ethical basis and resolutions of such issues. Next an overview of specific frontier areas of neuroscience and technology will be presented, with emphasis upon (a) the extent and scope of new knowledge and capability that such developments afford to impact the human condition; and (b) key ethical concerns that are incurred by such neuroscientific and neurotechnological progress on the 21st century world stage. Finally, paradigms for neuroethical, legal, and social probity, safety and surety, and a putative “preparatory process” for international neuroethics and neuro-policy will be discussed.
CACE 570 Catholic Social Teaching and Health Care (Paul Scherz, PhD) – 3 credits
This course will allow students to engage in a deeper exploration of how Catholic Social Teaching applies to Catholic health care. The course provides an overview of the central principles of Catholic Social Teaching, such as the common good, the dignity of work, subsidiarity, and the preferential option for the poor, as they have developed in the theological and Magisterial tradition. The course will also engage other issues of social justice that relate to Catholic Social Thought such as immigration, racism, and global development. Through case studies, students will explore how to use this tradition to analyze contemporary ethical issues in health care.
CACE 580 Pediatric Ethics (G. Kevin Donovan, MD, MA) – 3 credits
This course is designed to familiarize students with the issues that commonly arise in pediatric ethics, and recognize the knowledge areas in which these differ from other aspects of clinical ethics. Through a series of readings and/or online tutorials and lectures, and instructor-moderated discussions, they will develop and demonstrate knowledge of classic and typical cases and topics, and the skills to identify the particular ethical issues represented.
CACE 590 End of Life Issues (Paul Scherz, PhD) – 3 credits
Examines key biomedical issues at the end of life and the distinctions and principles necessary for their moral evaluation. Issues analyzed will include euthanasia and physician-assisted suicide, withdrawal of life support, informed consent, relief of pain and suffering, and the determination of death.
CLTR 500 Research Ethics and Human Subjects (Sarah Vittone, RN, MSN, DBe) – 3 credits
This course is designed to introduce students to ethical issues in the conduct of research. The course is based on both National Institutes of Health’s (NIH’s) responsible conduct of research (RCR) and international guidelines and standards, and takes into account a broad range of ethical principles and conceptual frameworks related to research ethics. Students will gain an understanding of 1) the definitions of responsible science generally and healthcare ethics and bioethics specifically, including comparative interpretations; 2) the complexities of healthcare ethics and bioethics in the global context; 3) the protocol and systems in place to ensure adherence to responsible science; and 4) their specific roles and responsibilities to ensure such adherence. Consideration of healthcare ethics and bioethics is of increasing concern in the international health sphere in light of a) the existing and emerging pandemics b) the development, testing and dissemination of new medical technology, including, for example, that related to genetic research; and c) increasing implementation of research studies in developing countries by researchers in high-income countries. The need for those engaged in health research at a wide range of levels to have an understanding of healthcare ethics and bioethics and the means available to address them is paramount.
PHIL 575 Theories of Medical Ethics (Daniel Sulmasy, MD, PhD) – 3 credits
This seminar will involve a close reading and critique of the most prominent theories in contemporary medical ethics, including Principlism (Beauchamp & Childress), Utilitarianism (Singer), Contractualism (Veatch), Foundationalism (Pellegrino & Thomasma), Casuistry (Jonsen & Toulmin), Continental (Habermas), and Covenantal approaches (Ramsey; May). The class will be conducted in classical seminar style, with students assigned to lead the discussions of particular texts. Our interdisciplinary discussion will exemplify and provide a context for the interdisciplinary nature of the field.