Public Health Service
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The Tuskegee Syphilis Study stands as a cautionary tale of the harm that can result from unethical practices or negligence in public health.
In 1932, the U.S. Public Health Service, in collaboration with the Tuskegee Institute, initiated a study of syphilis, which was a major health problem at the time. The study involved hundreds of poor, African-American sharecroppers, many of whom unknowingly had syphilis. In 1972, a multidisciplinary advisory panel reviewed the study; they halted the research after concluding that researchers failed to receive informed consent and did not give study participants proper treatment, even after penicillin became widely accepted as an effective medication for the illness. The panel called the study “ethically unjustified” because of the risks to its subjects.
In the years since the study ended, the federal government and Tuskegee University have tried to repair the tremendous damage that occurred—damage measured by the loss of many lives (of study participants, as well as their wives and children who contracted syphilis) and the ensuing mistrust of government-led programs. The legacy of this study has caused many people to question when, if ever, it is acceptable to “do bad for the good of many” and sparked discussion about what can be done to promote ethical decision-making in public health.
In this Discussion, you examine ethics as a guidepost for all public health decisions and analyze ethical implications for the public health issue and intervention you have selected for your Scholar-Practitioner Project.
To prepare for this Discussion, review Chapter 5 in the course text. Then, reflect on your public health issue and recommended intervention. What role might ethics play in regard to your issue and intervention? What ethical dilemmas may arise? How might you address such dilemmas?
By Day 4, post ethical dilemmas that may arise as you approach your public health issue and recommended intervention and why. Then, explain how you might address these dilemmas by applying ethical theories, morals, and principles. Support your post with the Learning Resources and peer-reviewed sources.
Bhattacharya, D. (2013). Public health policy: Issues, theories, and advocacy. San Francisco, CA: Jossey-Bass.
- Chapter 5, “The Role of Ethics: Historical, Contemporary, and Future Perspectives” (pp.141–178)
- Borza, C., Rahotă, D., Mihalache, G., Buhaş, C., & Cârjan, F. (2013). The ethical qualities of a leader in public health and preventive medicine. Romanian Journal of Functional & Clinical, Macro- & Microscopical Anatomy & of Anthropology/Revista Româna de Anatomie Functionala si Clinica, Macro si Microscopica si de Antropologie, 12(2), 154–156.
Retrieved from the Walden Library databases. - Damnariu, C. D. (2012). General principles of ethics in public health. Acta Medica Transilvanica, 17(1), 145–146.
Retrieved from the Walden Library databases. - Lane, C. H., & Carter, M. I. (2012). The role of evidence-based media advocacy in the promotion of tobacco control policies. Salud Pública de México , 54(3), 281–288.
Retrieved from the Walden Library databases. - Lee, L. M. (2012). Public health ethics theory: Review and path to convergence. Journal of Law, Medicine, & Ethics, 40(1), 85–98.
Retrieved from the Walden Library databases. - Pierce, M. W., Maman, S., Groves, A. K., King, E. J., & Wyckoff, S. C. (2011). Testing public health ethics: Why the CDC’s HIV screening recommendations may violate the least infringement principle. Journal of Law, Medicine & Ethics, 39(2), 263–271.
Retrieved from the Walden Library databases.
You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.
Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.
The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.
ADDITIONAL INSTRUCTIONS FOR THE CLASS
Discussion Questions (DQ)
Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation
Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality
Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes
I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy
For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy
The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading. Public Health Service
Communication
Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours. Public Health Service
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