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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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6. Read the list of Round 1 questio
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• With respect to performance enh
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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
- Page 70 and 71: Activity 7:Using Ethical Considerat
- 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
- Page 98 and 99: the key stakeholders, and taken int
- Page 100 and 101: You may wish to highlight the dange
- Page 102 and 103: ClosureAsk students to reflect on t
- Page 104 and 105: Day 2: Community Immunity1PurposeOn
- Page 106 and 107: 10. Ask all students in the class t
- Page 110 and 111: ClosureRecap for students that the
- Page 112 and 113: Tell only the students who were tag
- Page 114 and 115: 5. Divide students into pairs, and
- Page 116 and 117: 17. Share with students that becaus
- Page 118 and 119: 13. Note that the Boston and Dublin
- 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
- Page 153 and 154: Issues Explored• What is the fair
- Page 155 and 156: Day 3—What Is Your Recommendation
- Page 157 and 158: 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