BETH5201: Semester 2, 2026

Units BETH5201 Semester 2 2026 [Normal evening]

Unit outline_

BETH5201: Ethics in Health Innovation

Semester 2, 2026 [Normal evening] - Camperdown/Darlington, Sydney

Overview

This Unit of Study allows students to critically engage with ethical issues arising in health innovation. The Unit first considers ethics approaches to health innovation. Then, students will critically consider ethical issues underlying a range of innovations in health, especially new technologies. Case studies are included to reflect recent developments in the field. These issues can vary each year and there may be opportunity to iteratively build in consideration of issues the cohort have an interest in. In recent years, issues considered have been to do with genomics, human reproduction, stem cell research and nanotechnology. Students will explore the ethical limits to health innovation and develop their own position on key concepts and how they are deployed.

Unit details and rules

Academic unit	Public Health
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Ainsley Newson, ainsley.newson@sydney.edu.au

Assessment

The census date for this unit availability is 31 August 2026

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Written work	Major essay An essay in which you present your ethical position and defend it with reasoning.	50%	Formal exam period Due date: 16 Nov 2026 at 23:59	2500 words	AI allowed
Outcomes assessed:
Written work	Short essay A short essay in response to one of the assigned topics.	25%	Week 07 Due date: 14 Sep 2026 at 23:59	1250 words	AI allowed
Outcomes assessed:
Presentation	Recorded Oral Presentation on Short Essay A recorded oral presentation of your short essay.	10%	Week 09 Due date: 06 Oct 2026 at 23:59	10 minutes (with 10% leeway)	AI allowed
Outcomes assessed:
Contribution	Participation and Engagement Completion of weekly online discussion tasks and quizzes, including responding to others' posts.	15%	Weekly	varies	AI allowed
Outcomes assessed:
= early feedback task ?

Assessment summary

Assessment criteria

Result name	Mark range	Description
High Distinction	85-100	Awarded when you demonstrate the relevant learning outcomes for assessments at an exceptional standard.
Distinction	75-84	Awarded when you demonstrate the relevant learning outcomes for assessments at a very high standard.
Credit	65-74	Awarded when you demonstrate the relevant learning outcomes for assessments at a good standard.
Pass	50-64	Awarded when you demonstrate the relevant learning outcomes for assessments at an acceptable standard.
Fail	0-49	When you do not meet the relevant learning outcomes for assessments to a satisfactory standard.

For more information see guide to grades.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	Introducing health innovation	Self-directed learning (2 hr)
Week 01	Seminar: Introducing Health Innovation (and the Unit)	Seminar (1.5 hr)
Week 02	Ethics and Health Innovation	Self-directed learning (2 hr)
Week 02	Seminar: Ethics and Health Innovation	Seminar (1.5 hr)
Week 03	Discovery Innovation 1: Genomics	Self-directed learning (2 hr)
Week 03	Seminar: Discovery Innovation 1: Genomics	Seminar (1.5 hr)
Week 04	Discovery Innovation 2: Embryos and Stem Cells	Self-directed learning (2 hr)
Week 04	Seminar: Discovery Innovation 2: Embryos and Stem Cells	Seminar (1.5 hr)
Week 05	Discovery Innovation 3: Bioprinting and personalised devices	Self-directed learning (2 hr)
Week 05	Seminar: Discovery Innovation 3: Bioprinting and personalised devices	Seminar (1.5 hr)
Week 06	Research Innovation 1: Uterus Transplantation	Self-directed learning (2 hr)
Week 06	Seminar: Research Innovation 1: Uterus Transplantation	Seminar (1.5 hr)
Week 07	Research Innovation 2: Vaccines	Self-directed learning (2 hr)
Week 07	Seminar: Research Innovation 2: Vaccines	Seminar (1.5 hr)
Week 08	Clinical Innovation 1: Neuromedicine	Self-directed learning (2 hr)
Week 08	Seminar: Clinical Innovation 1: Neuromedicine	Seminar (1.5 hr)
Week 09	Clinical Innovation 2: Surgical Innovation	Self-directed learning (2 hr)
Week 09	Seminar: Clinical Innovation 2: Surgical Innovation	Seminar (1.5 hr)
Week 10	Broad health innovation 1: Artificial Intelligence and wearables	Self-directed learning (2 hr)
Week 10	Seminar: Broad health innovation 1: Artificial Intelligence and wearables	Seminar (1.5 hr)
Week 11	Broad health innovation 2: Telemedicine and virtual care	Self-directed learning (2 hr)
Week 11	Seminar: Broad health innovation 2: Telemedicine and virtual care	Seminar (1.5 hr)
Week 12	Cross-cutting issues 1: Commercialisation and health innovation	Self-directed learning (2 hr)
Week 12	Seminar: Cross-cutting issues 1: Commercialisation and health innovation	Seminar (1.5 hr)
Week 13	Cross-cutting issues 2: Innovation in low resource settings	Self-directed learning (2 hr)
Week 13	Seminar: Cross-cutting issues 2: Innovation in low resource settings	Seminar (1.5 hr)

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

Full list of required and recommended readings are available on Canvas.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. Articulate and reflect on what health innovation means and how its ethical analysis can be approached
LO2. Analyse, compare and critically evaluate ethical arguments or positions arising in a range of contexts in health innovation.
LO3. Critically assess cross-cutting issues in health innovation and their role in ethical deliberation.
LO4. Develop and defend reasoned ethical positions on health innovations through written and oral argumentation that deploys relevant ethical concepts, theories or frameworks.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

Response to 2025 student feedback from the UoS Coordinator Prof Ainsley Newson. SUMMARY: Of the 10 students enrolled in this UoS, 7 completed a USS response. This is a response rate of 70%, which is more than double the Faculty benchmark of a 30% response rate. WHAT ARE THE MAIN CONCLUSIONS FROM THE USE REPORTS? What did students like? Overall, you seemed to really enjoy this UoS. The first six questions received a mean score of 4.81 on a scale of 1-5, which is fantastic to see. You can see the collated quantitative data for all questions yourself below, but to summarise the quantitative and qualitative data: • Scores equal to or greater than 4.5/5 were received for all quantitative questions. • Qualitative feedback about what students liked included the engaging discussions (in seminars and online), the thoughtfully structured course materials, and the strong connections between the unit’s material and real-world contexts What didn’t students like so much? • Those who attended seminars would like more of these (they were fortnightly in 2025), for them to be longer (they were 1.5 hours in 2025) and to get into the topics sooner rather than spend too long on general chat. I’ll look to implement those suggestions • There was feedback that readings changed without much notice. This is fair criticism, and was an artefact of putting the reading list together to a short deadline and then, once reading the readings, realising that some were not a good fit. Because I was a new coordinator for this Unit in 2025 and the whole Unit was completely overhauled, this issue will not arise again. WHAT WILL CHANGE IN 2026? In 2026, I will refresh the readings and generate new assessment topics (as is good practice). I will also look to tweak the seminar format and sequencing. I will also consider how to better assess participation. Some have suggested that a written task can be an ‘either or’ with seminar attendance. However, this will make getting discussion going on the board for those who can only attend asynchronously challenging. This will likely always be a small Unit, and so it’s a challenge to build the community of scholarship while meeting all students’ learning preferences.

Disclaimer

Important: the University of Sydney regularly reviews units of study and reserves the right to change the units of study available annually. To stay up to date on available study options, including unit of study details and availability, refer to the relevant handbook.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links