Theological Ethics
Theological Ethics includes the ecumenical study of major Roman Catholic and Protestant ethicists and attends to the Biblical foundations and theological contexts of ethics. Proceeding from the conviction that faith and reason are complementary, the program explores the contributions of philosophical thought, both past and present. It includes a strong social ethics component as well as offerings in applied ethics. The exploration of contemporary ethics is set in a critical, historical perspective and encourages attention to the global and multicultural character of the Christian community.
Area Admissions Requirements
- A master鈥檚 degree in theology or a related academic discipline.
Coursework Requirements
- A minimum of 12 courses
Language Requirements
- A minimum of two foreign languages. One of them must be a modern language
The written comprehensive exams focus on:
- Theological ethics and doctrinal traditions (2 hours)
- Theological ethics and philosophical traditions (2 hours)
- Major writings in theological ethics (2 hours)
- Practical ethics and global Christianity (2 hours)
- Special topic in theological ethics (2 hours)
- Minor (2 hours)
An oral examination follows the six written examinations.
All Ph.D. students in theological ethics are required to take a minor exam in one of the other theological disciplines offered in the department.
Theological Ethics Minor
The purpose of the ethics minor is to enable graduate students from other theological or scholarly disciplines to gain a basic familiarity with some of the fundamental themes, styles of arguments, major figures, and particular schools of thought characteristic of theological ethics, both past and present.
Coursework requirements
Three Ethics courses in the Theology Department, from at least two different professors
Comprehensive Examination requirements
For the comprehensive examination, the student will submit for approval by the area faculty two reading lists. The first will be a list of 6 items, distributed among sections 3 and 4 of the area鈥檚 doctoral comprehensive bibliography. Students may choose two additional authors besides those listed in sections 3 and 4. The student is requested to identify one or two questions or themes that unite their study of the chosen authors (or subgroups of authors). The exam question will focus on the theme or themes.
In addition, the student will submit a second reading list of 8-10 items pertaining to a contemporary ethical topic. The exam topic for the minor is meant to show that the student can move beyond theory, but the topic should be general enough that it is not simply a specific case or the study of a lone individual. So, for example, climate change not ecology; but climate change not a specific policy strategy regarding greenhouse emissions. Or, the just war tradition not the ethics of war and peace; but the just war tradition and not Augustine's ethics of war.
Both reading lists will be approved by the advisor, who shall send them to the convener for the Theological Ethics area, to be circulated for comment and approval by the Theological Ethics faculty.
Exam questions will be formulated from both lists and presented as parts A and B of the exam. The exam will last two hours. The student should outline or sketch some ideas related to the question for part A, giving an indication of their significance and connection (i.e., not just names of topics). Use less than one hour to do so. These ideas can be discussed during the oral exam. Answer question B as fully as you have time to do.
Within its Ph.D. program in Theological Ethics the 涩里番下载 Theology Department offers the possibility of a track focused on Catholic Health Care. The purpose of the track is to integrate the comprehensive theological training that characterizes the Ph.D. program in Theological Ethics with two focused internships that will empower students by providing them with expertise regarding health care practices in Catholic health care facilities (both a long-term care facility and an acute care hospital).
The Catholic Health Care track neither duplicates nor is in alternative to current programs in Clinical Pastoral Education (CPE). CPE programs are offered by healthcare facilities to master candidates interested in providing ministry in health care settings.
The Catholic Health Care track of the Ph.D. program in Theological Ethics is offered in consultation with the Catholic Health Association.
Catholic Health Care Track Details
The admissions process is the same currently in place for the Ph.D. program in Theological Ethics.
Each year courses will be offered to allow for the focused theological study of ethical issues in health care as part of the comprehensive theological formation offered by the Ph.D. program in Theological Ethics.
The comprehensive examinations are the same currently in place for the Ph.D. program in Theological Ethics.
The Director of Graduate Studies has the overall responsibility for the Ph.D. program. The Michael P. Walsh Professor of Bioethics coordinates and oversees the internships and reports to the Director of Graduate Studies.
| Year | All Ph.D. Students | Regular Ph.D. Program | Ph.D. Catholic Health Care Track |
|---|---|---|---|
| 1 | 鈼徛烫辞耻谤蝉别蝉 | 听 | 听 |
| 2 | 鈼徛烫辞耻谤蝉别蝉 | 鈼� TA: 280 hours (10 hours x week: 14 weeks in Fall, 14 weeksin Spring | 鈼� No TA this year 鈼� Acute Care Track: 180 hours (29 weeks, 8 months: 6.4 hours each week, 22.5 hours each month) |
| 3 | 鈼徧鼵omprehensive exam 鈼徧鼶issertation proposal | 鈼� TA: 280 hours (10 hours x week: 14 weeks in Fall, 14 weeksin Spring | 鈼� TA: 280 hours (10 hours x week: 14 weeks in Fall, 14 weeks in Spring 鈼� Long-term Care Track: 100 hours 1 full week before classes: August (40 hours) 鈼� 1 full week after classes: May (40 hours) 鈼� Scheduled ethical meetings: quarterly (20 hours in total) |
| 4 | 鈼徧齏riting the dissertation | 听 | 听 |
| 5 | 鈼徧齏riting the dissertation 鈼徧齌eaching Fellow | 听 | 听 |
The Ph.D. in Catholic Health Care track requires two different internships: one in year 2 and one in year 3.
Year 2
Description
During the year 2, the internship will take place in an acute care hospital (180 hours total, i.e., once a week for 6.4 hours for 28 weeks or 22.5 hours each month for 8 months). First, the internship will be related to the work of the ethics committee that convenes once a month. Second, the internship will provide familiarity and expertise with the organizational and functional dynamics regarding health care in an acute care hospital.
Among further possible experiences are:
- Development of educational materials for the ethics committee, as appropriate.
- Specific ethical projects (e.g., meeting with hospital leadership, doing a review of the
literature, and articulating ethical considerations on specific issues鈥損reparing or reviewing a
disaster preparedness policy, etc.). - Ad hoc educational experiences with MC Sullivan (e.g., on palliative care).
Learning Outcomes
- Basic functions of an ethics committee in an acute care hospital (e.g., structure of the committee, consultations, policy regulations, educational activities, distinction between legal vs. ethical issues, preparatory work preceding the meeting of the ethics committee, possible presentations to the Ethics Committee, the Ethical and Religious Directives for Catholic Health Care Services and their implementation, advanced directives, Do Not Resuscitate, proxy declarations).
- General knowledge of clinical health care (e.g., emergency, Intensive Care Unit, etc.).
- Responsibilities of the mission officer of the hospital.
- Organizational dynamics in clinical health care (e.g., when a patient is admitted and dismissed multiple professionals are involved, from the case manager to the discharge nurse; personnel involved in providing health care services during the hospitalization).
- Communication skills for interacting with health care providers (e.g., learn how to communicate with physicians and other health care professionals).
- Responsibilities of a case manager, the legal team, a social worker, and the chaplain (shadowing each).
Catholic Hospitals Nearby With A Mentor Available Onsite
| # | Hospital | Website & Address | Mentor |
|---|---|---|---|
| 1 | St. Elizabeth鈥檚 Medical Center | 736 Cambridge St., Brighton, MA 02135 | Kaarkuzhali Krishnamurthy, MD, Epilepsy and Seizure Specialist, Chair of the Ethics Committee |
| 2 | Carney Hospital | 2100 Dorchester Avenue Dorchester, MA 02124 | Lawrence Hotes, MD, FACP, FACE, Chief Medical Officer |
| 3 | Good Samaritan Medical Center | 235 North Pearl St., Brockton, MA 02301 | 听 |
| 4 | Saint Anne鈥檚 Hospital | 795 Middle Street, Fall River, MA 02721 | 听 |
Assessment
Regarding the internship in the acute care hospital:
- The mentor will provide two reports (one at the end each semester) describing the activities performed and evaluating the student鈥檚 performance.
- During the internship, the student will keep a personal journal and provide two summative reports, one at the end of each semester (each: 3-5 pages, double-spaced).
- An assessment form to be compiled separately will be provided both to the mentor and to the student (i.e., Internship Performance Feedback Tool). Both the mentor and the student will separately fill the assessment form. All of the assessments will be submitted to the Director of Graduate Studies with copies to the student鈥檚 academic advisor and file.
Year 3
Description
During the year 3, the internship will take place in a long-term care facility in the Boston area. There are 25 long-term health care facilities. The internship requires:
- one full week (40 hours, 8 hours each day, Monday-Friday) of internship that will take place before the beginning of the academic year (in August: 2 nd or 3 rd week);
- one full week (40 hours, 8 hours each day, Monday-Friday) of internship that will take place after the end of the academic year (in May: 2 nd or 3 rd week);
- scheduled ethical meetings of the facility鈥檚 ethical committee that occur quarterly during the academic year (20 hours in total).
Further possible experiences are ad hoc educational initiatives with MC Sullivan (e.g., on palliative care).
During the academic year, the Ph.D. students will serve as TAs, as the other doctoral students.
Learning Outcomes
- Basic functions of an ethics committee in a long-term care facility (e.g., structure of the committee, consultations, policy regulations, educational activities, distinction between legal vs. ethical issues, advanced directives, DNR, proxy declarations).
- General knowledge of long-term health care (e.g., strengths and specific limits, needs, services, and ethical issues).
- Organizational dynamics in long-term health care facilities.
- Communication with health care providers (e.g., learn how to communicate with health care professionals).
- Responsibilities of a social worker and the chaplain (shadowing each at focused times).
Assessment
In the long-term health care facility, the mentor will provide three reports to the Director of Graduate Studies (copied to the student鈥檚 academic advisor and file) describing the activities performed and evaluating the student鈥檚 performance:
- report at the end of the week-long experience in August;
- report at the end of the 20 hours that occur during the academic year;
- report at the end of the week-long experience in May.
During the internship in the long-term health care facility, the student will keep a personal journal and provide three summative reports (each: 3-5 pages, double-spaced):
- report at the end of the week-long experience in August;
- report at the end of the 20 hours that occur during the academic year;
- report at the end of the week-long experience in May.
Legal Requirements
- Criminal Offender Record Information (CORI). Any student intern has to go through the Human Resources department of the hospital where s/he will be assigned which will do reference and background checks.
- In each health care facility, the facility鈥檚 Human Resources office will provide a badge for identification.
Rationale for Internships
The broader clinical context of acute clinical care is crucial for understanding the role of ethics in healthcare settings. Traditional healthcare education and the clinical culture begin to train clinical professionals (i.e., physicians and nurses) in acute care hospital settings. The assessment, diagnostic and prognostic evaluations, and therapeutic option analysis that occur in acute situations across physiologic systems, age groups, and disease entities teach about the illnesses and the ethical, legal social issues in ways that does not occur in long-term care settings.
Furthermore, many of the ethical dilemmas that can occur in the post-acute care setting develop from unresolved ethical issues at the acute care hospital. By starting with the acute care experience, the student will better understand the dilemmas faced, particularly in the ICU setting, and will have a better appreciation of how difficult patient/family interactions, reluctance to remove life supportive care, and lack of directives鈥搒uch as a health care proxy鈥揷ould contribute to outcomes that may or may not be in the best interest of patients. Ethical issues in post-acute care can depend on hastily conceived care plans, family-driven medical decisions that may result in futile care, or reduced quality of life due to ill-conceived plans made while the patient was admitted to the acute care facility. By starting at the beginning of the continuum of hospital care, a student will have a more complete understanding of how initial ethical decisions can impact longer term outcomes and potential dissatisfaction by patients, families, and providers.
Overall Supervision Of All The Internships
- Director of Graduate Studies, 涩里番下载 Theology Department: Kristin Heyer.
- Michael P. Walsh Chair of Bioethics, 涩里番下载 Theology Department: Andrea Vicini, S.J. (primary liaison regarding the health care internship).
- MC Sullivan: Archdiocese of Boston, Secretariat for Health and Social Services, Chief Health Care Ethicist and Director for Initiative on Palliative Care and Advanced Care Planning.