1. Teaching Biomedical Ethics in a Hybrid Format
Barry Penn Hollar
Shenandoah University

2. Teaching Biomedical Ethics in a Hybrid Format
This presentation will share my experience teaching an Introduction to Biomedical Ethics course using hybrid delivery..
I have been teaching two sections simultaneously for several semesters with the same content and learning objectives in order to compare outcomes.
Insights about the creation of online lecture presentations and quizzes
Insights about the relationship between those learning experiences and classroom experiences.
A comparison of student achievement in the hybrid and tradition courses will be offered.

3. Course Details Undergraduate intro level Philosophy course.
General Education Moral Reasoning Domain.
Learning objectives:
Identify the way foundational moral values, grounded in philosophical or religious worldviews, shape perception and discernment;
Identify the moral relevance of specific behaviors, policies, and/or issues;
Articulate reasons for a course of action consistent with one’s personal moral values; and
Analyze and explain a moral perspective different from one’s own and provide reasoned responses to it.

4. Course Details
Students are typical first or second year nursing and pre-HP students
Exercise Science, Athletic Training, Physician’s Assistant, Pharmacy, Respiratory Therapy, Occupational Therapy.
Two sections in the fall semester:
traditional course meets twice weekly for 75 minutes.
Hybrid section has online lecture presentations and weekly quizzes related to those.

5. Course Details
Introductory Unit: Introduces students to five moral principles and their basis as typically understood in Western moral philosophy.
Basic Issues in Health Care Unit:
Informed Consent
Privacy and Confidentiality
Professional Relationships
Conscientious Objection
Cultural and Religious Diversity

6. Course Details End of Life Care Unit: Access to Health Care Unit
Patients’ right to refuse Life-Sustaining Treatment.
Advance Directives
Morality of refusing, withholding, and or withdrawing life-sustaining treatment.
The Debates related to (Active) Euthanasia and Physician Assisted Suicide.
Access to Health Care Unit
Ethical issues underlying health care systems and reform.
Justice/rights and access to health care.
The Debates related to Obamacare (and National Health Insurance or Market- based approaches).

7. Course Details Lecture Format (Power Point outlines)
Major test on moral principles and their basis.
Two Case studies
Requiring identification of conflicting moral considerations/principles.
Proposed resolution and supportive reasoning.
Account of alternative resolution and a response to its reasoning.
Comprehensive Final Exam
Weekly Quizzes for hybrid class (only difference)

8. Typical Week Pre-classroom meeting activity
Several online presentations (typically 45 minutes total).
Readings that are sometimes referenced in the online presentations.
Quizzes on the presentations/reading that measure basic understanding. (Due day before class meeting)
Group Exercises five times a semester typically involving relevant cases.

9. Online Materials Typical online presentation: Typical Quizzes
On the Question of Ends and Means (PP with Audio)
On Active Euthanasia (Video with PP overlay)
Alternatives to Obamacare (PP with Video Overlay)
Ends and Means Quiz
Active Euthanasia Quiz

10. Typical Week Classroom activity
Review of key ideas focusing on ideas that were difficult.
Group work typically involving relevant cases.
Reports from groups on their pre-class group exercises.

11. Group Exercise 6: End of Life Case Study
 Group picks one of four cases from the textbook related to end of life care.
Answer the following questions related to the case your group picked:
What are the moral considerations/principles in conflict? 2 points.
What insights do Post and Blustein offer with respect to this case?   2 points
Make the best possible argument you can for  continuing the life- sustaining treatment in the situation you are addressing.   6 points.
 Make the best possible argument you can for discontinuing or not offering the life sustaining treatment relevant to the situation you are addressing.   6 points.
How would your group answer the question you are asked to focused on? Put differently, which of the arguments you develop in parts 3 and 4 above do you find most persuasive? Why? 4 points.

12. Comparing Outcomes Fall 2016
Traditional Section
First Test on Principles
Range from 66-99
9 As; 7 Bs; 8 Cs; 1 D
Average Score: 83
Final Exam Objective
Range: 56-91
Average: 74
Standard Deviation 6.72
Hybrid Section
First Test on Principles
Range: 53-97
5 As; 9 Bs, 7 Cs; 1 D; 2 Fs
Average Score: 80.
Final Exam Objective
Range:
Average: 76
Standard Deviation 9.97

13. Comparing Outcomes Fall 2016
Traditional Section
Final Grades
7 As
14Bs
4 Cs
Hybrid Section
Final Grades
4 As
11 Bs
6 Cs
3 Ds

14. What I think I’ve Learned
There are no significant differences between learning outcomes in traditional and hybrid sections.
Students who are not self-motivated and self-directed are most likely to struggle in hybrid sections.

15. What I think I’ve Learned
The biggest challenge for me as a teacher is how to effectively use traditional classroom time.
Learning that very brief review of material is best.
Creative group work leading to class discussion is effective.
Reports on group work done prior to class may be best.
Students don’t like group work.
I need to shorten video presentations into shorter blocks.
I need to assist students in navigating Canvas and understanding weekly expectations.
Unsure as to how my hybrid experience translates to a full online approach.