This Webquest is devoted to the topic of medical rights and their protection, as well as the consideration of individual cases of violation of these rights and individual issues about which discussions still exist. Students are encouraged to consider the importance of medical rights in the world, learn about particular medical rights, analyze existing documents in support of medical rights and prove their relevance in relation to the present situation, investigate individual cases of violation of medical rights in different parts of the world, see the reasons for their occurrence, suggest their own solutions to the problems, as well as to comment on individual medical problems about which discussions are still present.
The topic of the given Webquest is proposed to students in 10th and 11th grades of Intermediate level and higher.
The goals of the Webquest are the development of speaking and reading skills, the development of the ability to analyze and structure information, use Internet resources on the topic and express opinions on the problem.
In order to learn about importance of medical rights in the world, we need to follow the list of instructions:
- Read and analyze online resources of information on topic;
- Mark down the most important parts from the online resources;
- Combine found information;
- Be ready to present the structured information and express your own opinion on topic.
In this Webquest you will be working together with a group of students. As a member of the group you will explore Web pages from people all over the world who have contributed their knowledge. Because these are real Web pages, the reading level might challenge you. Feel free to use Cambridge Dictionary or Google Translate.
You'll begin with everyone in your group getting some background before dividing into roles where people on your team become experts on one part of the topic.
- Read, analyze and translate the following articles: What are medical rights?; History of development of patients' rights; Recognized medical rights. Mark down the most important information from the articles and be ready to answer teacher's questions: What are medical rights? Define them. When did medical rights appear and how? Name basic patients' rights and a short description to each of them.
- Read about importance of medical rights in the world: Major goals of Patient's Bill of Rights; The importance of medical rights; What is the importance of patients' rights? After reading information from the resources and summing up their main ideas, write a short essay (10-15 sentences) about importance of medical rights in the world. If possible, share your own experience in the essay.
- A group of 2-3 students need to read and examine main features of Constitution of the World Health Organization and then make a presentation (5-7 slides) about: main features of the Constitution; its importance to protection of medical rights; its relevance to today's situation. Share your results with other students. You can also use such links as: All about the Constitution of the World Health Organization; The global role of the World Health Organization.
- Another group of 2-3 students need to read and examine main features of Convention on human rights and biomedicine and then make a presentation (5-7 slides) about: main features of the Convention; its importance to protection of medical rights; its relevance to today's situation. Share your results with other students. You can also use such links as: European Convention of Human Rights and Biomedicine; The biogenetical revolution of the Council of Europe - twenty years of the Convention on Human Rights and Biomedicine; Convention on human rights and biomedicine: the Oviedo convention.
Looking deeper at the violations of medical rights around the world:
- Three groups of students (3 students in each group) need to find information about protection of medical rights in developed countries (Patients' Rights Laws in Europe; Patients rights being violated), countries with economies in transition (Human rights in patient care: drug treatment and punishment in Russia; Lost in ‘Culturation’: medical informed consent in China (from a Western perspective) and developing countries (Rights of patients in developing countries: the case of Turkey; Community mental health care in the Asia-Pacific region: using current best-practice models to inform future policy). Each group can find general information or choose one country from the list and present found information. Then, groups need to prepare short reports about their countries (in a form of presentation or orally) and complete the table.
|Developed countries||Countries with economies in transition||Developing countries|
Examples of violation
of medical rights
|Reasons of violation|
|Possible solutions to problems|
Experts in specific medical cases:
- The group of 2 students need to analyze and present extracts from the resources connected with discussion of euthanasia in a form of a short presentation (5-7 slides): Frequently asked questions about euthanasia and assisted suicide; Assisted dying debate: The key questions; Life or Death Euthanasia Arguments For and Against.
- The group of 2 students need to analyze and present extracts from the resources connected with discussion of transplantology in a form of a short presentation (5-7 slides): For and against Organ Donation and Transplantation; Debating the ethics of organ transplantation; Ethical Controversies in Organ Transplantation.
- The group of 2 students need to analyze and present extracts from the resources connected with discussion of cloning in a form of a short presentation (5-7 slides): Reproductive Cloning Arguments Pro and Con; Cloning humans? Biological, ethical, and social considerations; Moral arguments against the cloning of humans.
- The group of 2 students need to analyze and present extracts from the resources connected with discussion of abortion in a form of a short presentation (5-7 slides): Arguments for and against abortion; Abortion Rights For and Against; Key facts on abortion.
- The group of 2 students need to analyze and present extracts from the resources connected with discussion of HIV and AIDS in a form of a short presentation (5-7 slides): World AIDS experts debate; HIV/AIDS and infection control: the debate continues; The HIV self-testing debate: where do we stand?
Using Padlet or electronic whiteboards, students create a dashboard with the ideas on topic "Why medical rights are important today?" Each student need to give at least 1 reason and reasons can't be repeated. At the end of work, a teacher poses questions to students about what skills and competences they've required and what new they've learned, then the teacher makes conclusions and gives comments and marks to students.
The work of students is assessed by the teacher according to the criteria below. For each criterion, the student receives one of four marks (excellent, good, average, poor), then the marks are summed up and an overall mark is given for all the work done.
- Excellent: complete and detailed learning of all aspects of the project.
- Good: detailed learning of all aspects of the project.
- Average: students was able to cover the most aspects of the project.
- Poor: almost all aspects of the project were missing.
- Excellent: each team member contributes equally.
- Good: all team members contribute to the project;
- Average: some team members aren't involved in the project implementation.
- Poor: only one team member contributes to the project.
- Excellent: it's easy to follow logical transitions between aspects of the project and the work of a student is well-structured.
- Good: the work of a student is well-structured.
- Average: it's not easy to follow logical transitions between aspects of the project but the general image is more or less clear.
- Poor: it's difficult to follow logical transitions between aspects of the project and the general image of the work isn't cleat at all.
- Excellent: the presentation and speech of a student is well-structured, speaker is enthusiastic about his topic and tries to speak, not to read from the list.
- Good: there could be some problems with presentation but in general, the speech is well-structured and sometimes student reads information from the list.
- Average: the presentation and speech of a student isn't well-structured and it's hard to follow them.
- Poor: a student doesn't speak about his/her topic and in the presentation there're a lot of text and a few images.
Congratulations! You have completed Webquest devoted to importance of medical rights in the world.
The main point of this Webquest was to help you to look more closely at issues in the world. Think about what you have learned and how you have become a better researcher.
We thank you for your hard work and creative thinking. Remember - learning never stops!