The PGD is a blended program which includes both on-campus in-person teaching together with a distance learning component. Teaching faculty includes both national and international scholars.

The PGD program is spread over two semesters. Coursework is completed over four contact modules interspaced with distance learning components in the intervening months. The duration of the first three modules is 2 weeks each (6 days a week). The last module is generally shorter, and includes a written examination and presentation by students of a “Bioethics PGD project.” Students are required to initiate and execute in the following year in their parent institutions following graduation.

Contact Modules

Adult learning methodologies are employed in all four modules, with an emphasis on discussion rather than didactic lectures. In addition to tools such as small group work and role play, movies and examples from art and literature are also included to highlight and discuss various ethical themes.

Students are expected to be punctual, maintain full attendance and participate actively in class discussions.

• Foundations Module

It introduces students to the different epistemological sources of moral traditions. This includes examining the evolution of moral thought from Greeks to the modern times, and the basics of moral traditions in different religions including Islam. Students are encouraged to analyze the similarities and differences between these traditions and to provide constructive critique of each. Sessions also cover the evolution of contemporary bioethics in the 20^th century, a result of the explosive growth in biomedical science and technology, and the ethical challenges specific to this situation in low and middle income countries. Sessions are dedicated to historical interactions between ethics and law using paradigm legal cases. Sessions are also devoted to recognizing the importance of humanities (art and literature) in informing and shaping indigenous values in a society.

• Clinical Ethics Module

The second module focuses on introducing students to the dominant Western paradigm of Principlism and its critique within different sociocultural contexts. Students are also familiarized with the importance of virtues in guiding physician-patient interaction, and the concept of microethics which focuses on daily interactions between patients, families and physicians in clinical practice. Emphasis is also placed on real-life Pakistani case scenarios and discussions which are employed to help familiarize students with ethical questions related to reproduction, genetics, end of life issues, medical error and negligence, organ donation, modern healthcare and practice among others. Students are encouraged to bring their cases for discussions in which they have personally faced moral discomfort. Workshops focusing on the basics of hospital ethics consultative services and communication skills also form a core component.

• Research and Public Health Module

The third module is devoted to ethical issues involving human subject research and public health. Students are introduced to the historical incidents in human experimentation and research such as Nuremberg Trials and the Tuskegee Syphilis Study that led to the development of research ethics as a formal field. Research scandals from the LMIC context are also taught including the HPV vaccine trials in India. Specific challenges of conducting ethical research within LMICs are also discussed. Sessions are devoted to the functions of Institutional Review Boards/ Ethics Review Committees, and issues of conflicts of interest including those during interactions with the pharmaceutical industry. An important component of this module also includes distinguishing between public health research and public health surveillance, and the ethical values in conflict when designing and implementing public health measures especially within the context of epidemics and pandemics.

• Gender Ethics Module

The fourth and last module introduces students to the evolution of feminist movements in the West. Sessions are used to highlight movements for rights of women within Pakistan. Class discussions are also devoted to issues of gender equality within the family and the influence of Muslim fiqh in this area. An integral component of the teaching is to understand the concepts of ‘sex’ versus ‘gender’ and how the biological components interact with social constructs in forming identity of individuals. This includes an understanding of issues related to transgender individuals. Sessions also highlight the role of stereotyping in media in defining gender roles.

Distance Learning components

Between modules, PGD students post regularly to CBEC’s “Bioethics Blog,” a mandatory activity which is moderated by faculty. The blog provides them an opportunity to bring ethical questions and dilemmas which they face in their personal and professional lives for discussion with colleagues and faculty. These discussions highlight the influence of local contexts and socioeconomic realities in both formation and resolution of such dilemmas. The students are also encouraged to identify and discuss items from print and electronic media that present moral challenges.

In addition, PGD students are required to submit at least 5 “Must Respond” written assignments in the whole year on a broad range of topics. These assignments include critiquing written texts, newspaper stories and advertisements to interpreting ethical nuances within pictures and paintings.

Bioethics PGD Project

PGD Students are required to develop a bioethics teaching project during the course of the program and to conduct this in the year following graduation. It involves students putting into practice what they have learnt by introducing areas of bioethics to students, faculty and staff in their parent institutions, conducting sessions related to research ethics and ERCs, etc.

Assessment Strategies

Continuous assessment which includes full attendance, active class participation and satisfactory performance in student presentations during the modules. During the distance learning period, students get 5 “Must Respond” assignments which are graded by faculty.  PGD students also make brief postings, commentaries and discussion points on the CBEC “Bioethics Blog.” PGD students are awarded a pass or fail on Blog activity at the end of each month.

Other modalities include end of module tests that include Multiple Choice Questions (MCQs) and Short Essay Questions (SEQs), and quizzes. In the final module, students sit for an exam assessing understanding of subject material covered through the year.

Retention Criteria

1. PGD students are required to maintain an average of at least 60% marks in thefirst four graded assignments to continue in the program. Those unable to do so despite faculty assistance and counselling, may be dropped from the program.
2. PGD students who maintain an average of 60% marks but have three failures in mandatory assignments – including, but not limited to presentations, Must Respond assignments, and the student blog – may be dropped from the program.
3. Students are expected to be present during all days of every module. Per existing policy, absence for any reason may result in being dropped from the program.

Graduation Criteria

In order to be awarded a PGD, students must:

1. Maintain an average of at least 60% throughout the program.
2. Complete all mandatory requirements satisfactorily.
3. Obtain a pass in the PGD project.

The PGD is designed for mid-career professionals from health-care related backgrounds, open to Pakistani and foreign applicants. The basic qualifications required are graduate (Bachelor of Arts/Science, MBBS, BDS, etc.) or postgraduate degrees (Master’s, PhD, etc.) in fields such as medicine, dentistry, nursing, biological sciences, social sciences, etc.

Preference will be given to those who are working within healthcare related institutions in educational, clinical, health administration or research related capacities.

PGD applicants are expected to have adequate command over spoken and written English in order to participate in class discussions and handle reading and writing requirements.

Applicants should also possess basic competency in computer and web-based skills including the use of email, MS Office programs, web-based searches, video conferencing and social media applications. They must also have availability of broadband internet in order to participate effectively in the distance learning component during the away periods.

Application Process

Application process is online through the CBEC website. PGD applicants must complete all sections of the application form and submit it along with all required documents listed below no later than the given deadline. Late and / or incomplete applications will not be processed.

In addition to the online submission, the application form along with the supporting documents will also need to be emailed to cbec.admission@siut.edu.pk and cbec@siut.org in a single email, as attachments.

All applications are reviewed and assessed by the Admission and Selection Committee (ASC) constituted of CBEC faculty and external members. Following a review of applications, shortlisted applicants will be invited for interviews with the ASC. Interviews are conducted at CBEC in Karachi and if required, may also be conducted in other cities, or remotely through Zoom or similar means.

ASC decisions are considered final. However, those who wish to appeal can approach the Chairperson of CBEC.

Documents Required

1. Completed Application Form
2. Brief curriculum vitae
3. Essay: A 500-word essay in your own words on why you think this diploma program is appropriate for you. The essay should be a MS Word document using Times New Roman script, with font size 12 and double line spacing. The essay document should be saved with the applicants’ surname, e.g. malik.doc before uploading and emailing as an attachment. Note: The essay will be screened for plagiarism and AI-generated content.
4. Scanned copies of undergraduate and postgraduate degrees. Note: If selected in the program, all original documents must be presented to the Department of Medical Education at Sindh Institute of Medical Sciences (SIMS) for verification.
5. For applicants who are full-time employees, a scanned letter of permission from the relevant institutional head on a letterhead. This letter should state that he/she has institutional approval for attendance in all four modules at CBEC and participation in the distance learning components.
6. Scan of one recent photograph.
7. Two letters of recommendation addressed to Dr. Farhat Moazam, Chairperson, CBEC, SIUT. These should be emailed directly and in confidence to her by the referees to the following email addresses: famoz@mindspring.com & famoz2008@gmail.com. The letters should be from individuals in responsible positions who know the applicant and believe that he/she is suitable for pursuing formal education in bioethics. The referee should be willing to have a phone conversation with Dr. Moazam if required.

Enrolment in a Concurrent Program

Applications from individuals already enrolled in a program that overlaps with PGD will not be entertained.

Students enrolled in the PGD are not permitted to enroll in a concurrent program until they have completed all requirements of the PGD program.

Tuition

CBEC-SIUT does not charge any tuition fee from students selected into the Postgraduate Diploma in Biomedical Ethics (PGD) program. All reading material for courses is shared on Google docs and provided free of cost. Lunch, tea, and snacks are also provided free during the on-campus modules.

Accommodation

Subject to availability, free accommodation (without meals) may be offered at the SIUT residential apartments for out-of-town candidates on a twin sharing basis. The apartments provide free Wi-Fi for use by students.

Transport

Complementary daily transportation between the SIUT apartments and CBEC is provided for the duration of the modules in Karachi. Travel to and from Karachi for out-of-town students will be their own responsibility. CBEC-SIUT will however provide airport pick and drop services for non-Pakistani students to facilitate their arrival and departure. Pakistani students will be responsible for their transport arrangements to and from the Karachi airport. Several reliable radio cab services at the airport are easily available and can be utilized.

Facilities at CBEC

All four modules take place in CBEC in Karachi in a facilitative learning environment. CBEC is located on the 7th Floor of the Suleman Dawood Transplant Tower, Sindh Institute of Urology and Transplantation (SIUT) on Yaqub Khan Road. Adequate workspaces, computers, internet access, a library and photocopying facilities are available on campus.