DEBATES ON ISSUES IN HEALTH AND DISEASE
LEARNING OBJECTIVES:
At the end of the debate, the student must be able to:
1. Discuss the concept of health and disease.
2. Discuss the gray areas (issues) in the concept of health and disease.
3. Discuss how the concept of health and disease can affect the health management of individuals, families, and communities.
4. Discuss how the concept of health and disease can affect the formulation of a health promotion program for self and own family.
LEARNING OBJECTIVES OF THE DEBATE:
At the end of the debate, the student must be able to demonstrate skills in:
1. Dissecting an issue in medicine (critical analysis and thinking).
2. Defending his stand in an issue in medicine (logical analysis and reasoning).
3. Organization.
4. Presence of mind.
5. Public speaking.
6. Interpersonal interactions.
7. Teamwork and cooperative learning.
LEARNING STRATEGIES:
DEBATES
See FORMAT below.
EVALUATION METHODS:
OBSERVATION USING CHECKLIST AND RATING SCALE (See EVALUATION GUIDE below).
EVALUATION INDICATORS:
All the learning objectives are accomplished.
Effectively.
Efficiently.
With active participation of all the students.
Schedule (Pls. focus on the RED fonts for the primary learning activities of this unit)
DEBATES ON ISSUES IN HEALTH AND DISEASE
FORMAT OF THE DEBATES
INTRODUCTION by Faculty Moderator
Learning objectives
Ground rules for the debate:
1. The students are divided into four groups.
2. For a debate issue,
IDENTIFICATION AND DEFENSE OF POSITION
Two groups will be preassigned to take a position, one PRO and one CON. The assignment will be given before the debate.
Each group will be given a maximum of 3 minutes to present its position. Digital slides as visual aids can be used.
REBUTTAL or ARGUMENT
Another two groups will be assigned to rebut or argue the position taken by the two other groups. The assignment here will be done on the day of debate using a coin tossing to determine which group to rebut or argue against which group.
For example -
Group 1 - PRO Group 2 - CON
After coin tossing (randomization),
Group 3 rebuts or argues against stand of Group 1
Group 4 rebuts or argues against stand of Group 2
Time allotment for rebuttal will be a maximum of 3 minutes per group.
Assignment of issues and roles will be done at random and making sure of equal distribution.
3. Summary will be done after each debate issue by an assigned student.
4. After all issues have been debated, an assigned student will do the following:
4.1 an overall summary
4.2 then synthesis
4.3 then moderate negotiations or consensus if there are differing views
5. Feedback on the learning acquired and the debate itself
EXPRESSION OF CONCEPT OF HEALTH AND DISEASE by each group
Time allotment: 3 minutes per group.
Overhead transparencies or powerpoint slides can be used.
DEBATE ISSUES ON CONCEPT OF HEALTH AND DISEASE
DEBATE ISSUE 1:
A person who is asymptomatic and functional, who has no health complaints, and who manifests nothing unusual can either have no disease at all or have an occult disease.
In a situation in which the person has occult disease, do you consider him HEALTHY OR NOT HEALTHY?
DEBATE ISSUE 2:
A person is obese. Another person is thin.
How do you consider these two persons, HEALTHY OR NOT HEALTHY?
DEBATE ISSUE 3:
A person who has a disease which is notorious for being recurrent and containing occult diseases such as cancer, diabetes, and hypertension.
Assuming this person has been treated and is now functional, asymptomatic, and has no health complaints.
Do you consider this person HEALTHY or NOT HEALTHY?
DEBATE ISSUE 4:
Assuming a person is diagnosed to have cancer, diabetes, or hypertension. He is, however, asymptomatic and functional.
Do you consider this person HEALTHY or NOT HEALTHY?
DEBATE ISSUE 5:
A patient had a polio. One lower extremity is atrophic or shorter or smaller than the other. He walks with a cane. He has a job and is living alone.
Do you consider this person HEALTHY or NOT HEALTHY?
DEBATE ISSUE 6:
Death is fact of life.
Barring murder and accident, is death always preceded by a disease?
DEBATE ISSUE 7:
Is disease a fact of life too, just like death?
Can we avoid diseases?
Are diseases preventable?
DEBATE ISSUE 8:
Is there such a thing as a permanently healthy status in an individual, family, or a community?
DEBATE ISSUE 9:
Considering your concept of health and disease, what will be your stand in SCREENING FOR DISEASES in individuals, families, and communities.
Will you screen for diseases or not?
DEBATE ISSUE 10:
Considering your concept of health and disease, what will be your HEALTH PROMOTION PROGRAM for yourself?
DEBATE ISSUE 11:
Considering your concept of health and disease, what is your stand in the management of patients with incurable diseases, meaning whose chances for recovery are practically nil?
Do you try to cure them despite all odds?
DEBATE ISSUE 12:
Considering your concept of health and disease, what do you think should be the roles of physician managing a patient with a health problem?
To cure or to try to control his disease?
To prevent or try to prevent the development of disease?
To look for the occult disease or to wait for the occult disease to manifest itself?
DEBATES ON ISSUES IN HEALTH AND DISEASE
Evaluation Guide
Student:
Evaluator:
Date:
Instructions: Please assess whether student has achieved each objective by checking YES, SOMEWHAT, or NO and then encircle the overall grade on the other lower table.
ROJ@17may8