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17. Share with students that because of the success of worldwidevaccination programs, smallpox no longer occurs naturally.18. Briefly mention that although the ethical consideration of harmsand benefits have been raised in this module and are important,the focus is on fairness and respect for persons. The questionsrelated to harms and benefits in this module are, What are the risksand benefits of vaccination for individuals? What are the risks andbenefits of vaccination for the larger community? Students learnedabout the risks and benefits of vaccines for individuals on Day 1.On Day 2, the disease simulation emphasized the possible harms tomembers of the community when vaccination levels are low in thecommunity. Although the module presents a lot of overlap amongethical considerations, it emphasizes the interplay between respect forpersons and fairness.19. Ask students what “Other Considerations” they can thinkof to include in Master 2.7. Be sure to mention the concept ofresponsibility to the community if students don’t. You can pursue theconsideration of responsibility by doing the second optional extensionactivity on page 2-31.Activity 6:Discussing Ethical Considerations—Respect for PersonsEstimated Time: 20 minutesProcedure1. Direct students’ attention to the ethical consideration of respectfor persons. Note that respect for persons needs to be balanced withfairness concerns when considering vaccination policy issues. You maywish to represent this graphically with a diagram of a balance or scale,with fairness on one side and respect for persons on the other.2. Ask students to record the following question on Master 2.7 under“Respect for Persons”: Under what circumstances and to what extentshould we respect an individual’s choice not to be vaccinated?3. Briefly review what respect for persons means.Respect for persons: Not treating someone as a mere means to a goalor end, such as the goal of achieving immunity within the community.This is often a matter of not interfering with a person’s ability to makeand carry out decisions. In some cases, it is also a matter of enablinga person to make choices or supporting the person in the choices heor she makes.Module 2 2-27123456
4. Divide the class into pairs, and give each student a copy ofMaster 2.12: Vaccination Policies Contrasted.5. Tell students that the stories in Master 2.12 are examples ofapproaches to vaccination policies that differ in their emphasis onrespect for persons.6. Ask each member of the pair to read a different story, and givethem time to read. One story describes vaccination against smallpoxin Boston around the year 1900; the other describes an outbreak ofmeasles in Ireland in 2000.7. Elicit initial reactions to the stories. Have students summarize what theyread to their partners. Have pairs discuss whether the stories demonstratedrespect for persons and if so, how.8. Draw a line on a transparency or the board and tell students toimagine that the line represents a range of possible policies.At the far right, label the line “state force,” and at the far left, label theline “let individuals decide.” In the middle of the line, write “state requiresvaccination with some permissible exemptions.”9. Ask students where on the line they would place each example(Boston—Smallpox, Dublin—Measles) and why.10. Ask students to describe the role of the state and the role of respectfor persons in each case.The case of a measles outbreak in Ireland provides an example of the stateallowing wide latitude for individual choice. The case of smallpox in Bostondemonstrates the issues raised by the use of a policy that sought to vaccinatethe larger community. Although the policy did not advocate force, forcewas used.11. Ask students where on the line they would put the Maryland policydescribed at the beginning of the module, as well as their own state’scurrent policy.12. Transition to asking students questions about respect for personsand vaccination policy in general.Put the following questions on the transparency or board:• How much of a role should the state play in deciding whether peopleshould be vaccinated?• How coercive or forceful should the state be in implementing avaccination policy?2-28Exploring 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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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
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Organizer for Day 1: What’s in a
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Day 2: Four Key Questions1PurposeDa
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4. Emphasize that when bioethicists
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15. Ask students to list as many et
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Page 68 and 69: Encourage students to share example
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Page 72 and 73: 4. Ask a representative from each g
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Page 76 and 77: References and Resources1Informatio
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Page 82 and 83: Round 4Q9Should embryonic stem cell
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Page 88 and 89: Carl’s CaseCarl listened to his t
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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
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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 120 and 121: Teaching StrategiesYou may want to
Page 122 and 123: Ask each member of the pair to read
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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
Page 159 and 160: Teaching Strategies: Jigsaw Techniq
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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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