Exploring Bioethics - NIH Office of Science Education - National ...

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ClosureAsk students to reflect on these questions: Are some reasons for wantingto opt out of vaccination more acceptable than others? For example,is refusing a vaccination because of fears about health risks as acceptable—oras unacceptable—as refusing because of fears of needles?Note that students looked at some of the relevant facts during Day 1’sactivities. Share with students that Day 2 will explore who might be affectedby vaccine policies and introduce an important scientific concept related toethical considerations.Wrap up the discussion by telling students that this has been a good start atairing the issues and that there will be a chance to think about these issuesin more depth. Let them know that whether or not they end up holding thesame views later in this module, they will probably have more reasons fortheir position.12Extension (Optional)See Teacher Support MaterialsAdditional vaccine information and questions for furtherreflection are available online at http://science.education.nih.gov/supplements/bioethics/teacher. Students can review this informationand add relevant facts to their notes.345Module 2 2-136
Organizer for Day 1: Exploring VaccinesActivity 1: Setting Vaccination Policies: What Is the Ethical Question?Estimated Time: 10 minutesGive each student a copy of Master 2.1. Introduce the story on the master, andelicit initial reactions to it from students.Review the four key questions for approaching a bioethical issue (see the ExploringBioethics poster), and ask students, “What ethical questions does the story raise?”Display students’ questions, and ensure that they include this one: Under whatcircumstances, if any, should a state grant exemptions to its school vaccinationpolicy? Tell students that they will be making a recommendation to their state’spublic health department about the state’s vaccination policy.Explain that this module focuses on diseases that traditionally occur in childhoodand are readily transmitted between people.As a lead-in to Activity 2, ask students what other kinds of information they needto answer the ethical question.Page 2-7, Steps 1–2Page 2-8, Steps 3–4Page 2-8, Steps 5–6Page 2-9, Step 7Page 2-9, Step 8Activity 2: Gathering the Relevant FactsEstimated Time: 35–45 minutesReinforce the importance of gathering relevant facts when considering an ethicalquestion, and give each student a copy of Master 2.2.Divide students into groups of three or four. Ask them to work with their group aseach student fills in Master 2.2.Point out the four stations you made from Masters 2.3–2.6. Allow each group tospend 5 to 10 minutes at each station.Reassemble the class, give each student a copy of Master 2.7, and ask them torecord the main ethical question and the relevant facts on it.Page 2-9, Steps 1–2Page 2-9, Step 3Page 2-10, Steps 4–5Page 2-10, Steps 6–8Debrief Station 1. Ask, “How many people have had, or know someone who hashad, these diseases?” Students should record important points on Master 2.2.Debrief Stations 2 and 3. Ask why people might not be vaccinated. Page 2-11,Steps 11–13Debrief Station 4. Review the difference between exemptions and opting out. Page 2-12, Step 14Page 2-10, Steps 9–10Closure: Ask students to reflect on these questions: Are some reasons for wanting Page 2-13to opt out of vaccination more acceptable than others? Is refusing a vaccinationbecause of fears about health risks as acceptable—or as unacceptable—as refusingbecause of fears of needles?Extension: See vaccine information and questions online. Page 2-13Involves copying a master2-14 Exploring Bioethics
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NIH CurriculumSupplement SeriesGrad
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Education Development Center, Inc.D
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This material is based on work supp
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About the National Institutes of He
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Introduction
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activity of assessing different rea
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teaching strategies that will help
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2. The ability to distinguish an et
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quence of choosing one path over an
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Table 1. Assessing Student Justific
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Challenges in TeachingBioethics and
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How Exploring Bioethics Can HelpFor
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Prompts to encourage students to re
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Table 2d. Students say they already
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Resources forTeaching BioethicsBeau
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Table 3. Ethical Issues and Curricu
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Each module is divided into three d
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Table 4. Alignment with NSES Life S
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About the Web SiteThe Web site for
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1Module 1Bioethics Concepts and Ski
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• apply important ethical conside
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In Advance1Copies, Equipment, and M
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Teaching Sequence1Day 1: What’s i
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new medication, she is able to stay
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Page 56 and 57: LE/LE/LLE/LPoint out that some of t
Page 58 and 59: Organizer for Day 1: What’s in a
Page 60 and 61: Day 2: Four Key Questions1PurposeDa
Page 62 and 63: 4. Emphasize that when bioethicists
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Page 66 and 67: Organizer for Day 2: Four Key Quest
Page 68 and 69: Encourage students to share example
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Page 72 and 73: 4. Ask a representative from each g
Page 74 and 75: Organizer for Day 3: Core Ethical C
Page 76 and 77: References and Resources1Informatio
Page 78 and 79: What Type of Question? ROUND 1—Et
Page 80 and 81: What Type of Question? ROUND 3: Eth
Page 82 and 83: Round 4Q9Should embryonic stem cell
Page 84 and 85: Oscar Pistorius—The Fastest Man w
Page 86 and 87: Four Key Questions and Statementof
Page 88 and 89: Carl’s CaseCarl listened to his t
Page 90 and 91: 1Module 2Balancing Individual and C
Page 92 and 93: adopting vaccination policies that
Page 94 and 95: In Advance1Copies, Equipment, and M
Page 96 and 97: Teaching Sequence1Day 1: Exploring
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Page 104 and 105: Day 2: Community Immunity1PurposeOn
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Page 110 and 111: ClosureRecap for students that the
Page 112 and 113: Tell only the students who were tag
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Page 116 and 117: 17. Share with students that becaus
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Page 120 and 121: Teaching StrategiesYou may want to
Page 122 and 123: Ask each member of the pair to read
Page 124 and 125: 1Centers for Disease Control and Pr
Page 126 and 127: Get Kids Vaccinated or ElseGet Kids
Page 128 and 129: Name(s)Station 2—Vaccine RisksDir
Page 130 and 131: Station 1: Vaccine-Preventable Dise
Page 132 and 133: MumpsBefore the mumps vaccine was i
Page 134 and 135: Station 2—Vaccine RisksNote: Like
Page 136 and 137: Smallpox VaccineThe smallpox vaccin
Page 138 and 139: Station 4—ExemptionsExemptions vs
Page 140 and 141: State Exemptions Allowed as of Fall
Page 142 and 143: Name(s)What are the ethical conside
Page 144 and 145: Vaccination Status CardsVaccinated
Page 146 and 147: Opting Out of a Vaccine—Variables
Page 148 and 149: Measles in DublinIn 2000, an outbre
Page 150: What are some of the different pers
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Issues Explored• What is the fair
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Day 3—What Is Your Recommendation
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Teaching SequenceNoteAssign this ho
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Teaching Strategies: Jigsaw Techniq
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Some students might think that the
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11. Explain to students that they w
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Inform students that they will now
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2. Tell them that one liver has bec
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6. If it does not naturally arise,
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Criteria relevant to allocating liv
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Organizer for Day 2: Identifying St
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Day 3: What Is Your Recommendation?
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Activity 9:Understanding Past and C
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ClosureReinforce to students that t
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Ask students whether they think the
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Liver Function and FailureHepatitis
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Name(s)Banting decided that he woul
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Name(s)The COC distributed the peni
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Name(s)The Admissions and Policy Co
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Liver and Liver-Transplant Fact She
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The Liver and Liver Transplants—C
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Patient ProfilesAnitaAnita is a 19-
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Additional Patient InformationAnita
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The United Network for Organ Sharin
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Comparing the Past and Current UNOS
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1Module 4Weighing Benefits and Harm
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An optional extension activity incl
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In Advance1Preparing the Envelopes
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Teaching Sequence1Day 1: Deciding t
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6. Explain that each student should
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Activity 2:Introducing Max’s Thyr
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See Teacher Support MaterialsSupple
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ClosureTo close the class, remind s
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1Activity 2: Introducing Max’s Th
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Activity 5:Who or What Will Be Affe
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Activity 6:Exploring the Relevant E
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11. Give each student a copy of Mas
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1Ask students, “What are some rea
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5. Have students, in pairs, quickly
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ReflectionDisplay the posters from
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1Reflection: Have students view the
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1Retinitis PigmentosaFoundation Fig
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Alzheimer’s Disease and Genetic T
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Name(s)Now, on your own, answer the
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Name(s)Max’s Family Tree on His M
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Genetic Testing—Key Concepts• S
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What Impact Would Max’s Newly Dis
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Your Tentative ThoughtsName(s)1. Do
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Ethical Questions• Who should dec
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Extension (Optional)About Retinitis
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Issues Explored• Why is it import
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Key Science Knowledge*• Nature of
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Teaching SequenceDay 1: Research wi
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13. Ask students, “Should I just
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Some students in the treatment grou
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it is ethically acceptable. For exa
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Students should recognize that rese
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ClosureAsk the class whether they t
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Organizer for Day 1: Research with
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Activity 4: Returning to Your Decis
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5. Discuss the results with the who
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5. Summarize two key points about r
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• The Belmont Report has served a
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Organizer for Day 2:Harms and Benef
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Day 3: Analyzing the Willowbrook Ca
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Deciding on and Recording Main Poin
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Organizer for Day 3: Analyzing the
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Willowbrook StudyCenters for Diseas
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Asthma Simulation OutcomesYou were
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Name(s)Reflection Questions1. Aside
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Letter to ParentsThis is the letter
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What Are the Relevant Ethical Consi
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Name(s)(Fill out with your partner.
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Name(s)(Fill out individually.)Your
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Issues Explored• Should there be
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Key Science Knowledge*• DNA, RNA,
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4. Ask students for their prelimina
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8. Tell students to come to the nex
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Day 2: Deepening Your Thinking—So
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You may wish to note that• Cases
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2. Direct students to turn to their
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Organizer for Day 2: Deepening Your
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Day 3: Making a Recommendation—Se
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Those cases where students do not t
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3. Ask a representative from each g
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Activity 9: Returning to Alba’s C
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1Ear MiceBBC News. 2002. Artificial
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Alba’s CaseSince the early 1990s,
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Dyed FeathersPeople dye bird feathe
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Giant Panda BreedingThe giant panda
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Mad-Cow-Disease CowsMad cow disease
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Purebred DogsHumans have geneticall
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Spider-Silk GoatsSpider silk is str
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VealVeal is meat from calves that i
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Assessing Harms, Benefits, and Pote
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Final Assessment of Alba’s CaseRe
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This curriculum supplementwas devel
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