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1Centers for Disease Control and Prevention. 2008. Measles mumps and rubella (MMR) vaccine.Retrieved August 12, 2008, from http://www.cdc.gov/vaccinesafety/concerns/mmr_vaccine.htm.Coughlan, S., Connell, J., Cohen, B., Jin, L., and Hall, W. 2002. Suboptimal measles mumpsrubella vaccination coverage facilitates an imported measles outbreak in Ireland. Clinical InfectiousDiseases, 35: 84–86. Retrieved August 12, 2008, fromhttp://www.journals.uchicago.edu/doi/abs/10.1086/340708.Immunization Safety Review Committee. 2004. Immunization safety review: Vaccines and autism.Washington, DC: The National Academies Press. Retrieved August 12, 2008, from http://www.nap.edu/catalog.php?record_id=10997.Mulholland, E.K. 2006. Measles in the United States. New England Journal of Medicine, 355: 440–443. Retrieved August 12, 2008, from http://content.nejm.org/cgi/content/full/355/5/440. (Freeslide set with images of measles: http://content.nejm.org/content/vol355/issue5/images/data/440/DC1/NEJM_Mulholland_440ss1.swf.)National Network for Immunization Information. 2004. Thimerosal/mercury vaccines andautism. Retrieved August 12, 2008, from http://www.immunizationinfo.org/thimerosal_mercury_detail.cfv?id=42.Parker, A., Staggs, W., Dayan, G., Ortega-Sanchez, I., Rota, P., Lowe, L., Boardman, P., Teclaw, R.,Graves, C., and LeBaron, C. 2006. Implications of a 2005 measles outbreak in Indiana forsustained elimination of measles in the United States. New England Journal of Medicine, 355:447–455. Retrieved August 12, 2008, from http://content.nejm.org/cgi/content/abstract/355/5/447.23SmallpoxAlbert, M., Ostheimer, K., and Breman, J. 2001. The last smallpox epidemic in Boston and thevaccination controversy, 1901–1903. New England Journal of Medicine, 344: 375–379. RetrievedAugust 12, 2008, from http://content.nejm.org/cgi/content/full/344/5/375.Centers for Disease Control and Prevention. 2004. Smallpox fact sheet: Disease overview.Retrieved August 12, 2008, from http://www.bt.cdc.gov/agent/smallpox/overview/disease-facts.asp.Centers for Disease Control and Prevention. 2004. Smallpox fact sheet: Vaccine overview.Retrieved August 12, 2008, from http://www.bt.cdc.gov/agent/smallpox/vaccination/facts.asp.4State Immunization RequirementsCenters for Disease Control and Prevention. 2007. Vaccines and immunizations: Requirementsand laws. Retrieved August 12, 2008, from http://www.cdc.gov/vaccines/vac-gen/laws/.Immunization Action Coalition. 2005–2006. Exemptions allowed by state. Retrieved August 12,2008, from http://www.immunize.org/laws/exemptions.pdf.Immunization Action Coalition. 2008. State information: State mandates on immunization andvaccine-preventable diseases. Retrieved August 12, 2008, fromhttp://www.immunize.org/laws/index.htm.Institute for Vaccine Safety, Johns Hopkins School of Public Health. 2008. Vaccine exemptions.Retrieved August 12, 2008, from http://www.vaccinesafety.edu/cc-exem.htm.Kasprak, J. 2004. Exemptions from childhood immunization requirements. Retrieved August 12,2008, from http://www.cga.ct.gov/2004/rpt/2004-R-0263.htm.Module 2 2-3556
National Conference of State Legislatures. 2008. States with religious and philosophicalexemptions from school immunization requirements. Retrieved August 12, 2008, fromhttp://www.ncsl.org/programs/health/SchoolExempLawsChart.htm.National Network of Immunization Information. Vaccine information. Retrieved August 12,2008, from http://www.immunizationinfo.org/vaccineInfo/index.cfm.Sabin Vaccine Institute. 2007. Immunization guide. Retrieved August 12, 2008, fromhttp://www.sabin.org/guides/immunization07.html.Salmon, D.A., Haber, M., Gangarosa, E.J., Phillips, L, Smith, N.J., and Chen, R.T. 1999. Healthconsequences of religious and philosophical exemptions from immunization laws: Individual andsocietal risk of measles. Journal of the American Medical Association, 282: 47–53. Retrieved August12, 2008, from http://jama.ama-assn.org/cgi/content/abstract/282/1/47.Salmon, D.A., Sapsin, J., Teret, J.D., Jacobs, R., Thompson, J., Ryan, K., Halsey, N. 2005. Publichealth and the politics of school immunization requirements. American Journal of Public Health, 95:778–783. Retrieved August 12, 2008, from http://www.ajph.org/cgi/content/full/95/5/778.Pro Mandatory VaccinationOffit, P. 2007. Fatal exemption: Relationship between vaccine exemptions and rates of disease.Commentary as published in Wall Street Journal, January 20. (Reprinted on the Centers forDisease Control and Prevention Web site.) Retrieved August 12, 2008, from http://www.cdc.gov/vaccines/vac-gen/laws/fatal-exemption.htm.Con Mandatory VaccinationIsaacs, D., Kilham, H.A., and Marshall, H. 2004. Should routine childhood immunizations becompulsory? Journal of Paediatrics and Child Health, 40: 392–396.Other ResourcesMcNeil, D. Jr. 2002. When parents say no to child vaccinations. New York Times, November 30.Retrieved August 12, 2008, from http://www.nytimes.com.National Health Service, United Kingdom. 2007. Herd immunity animation. Retrieved August12, 2008, from http://www.immunisation.nhs.uk/About_Immunisation/Science/Herd_immunity_-_animation.Public Broadcasting System. Streaming online video juxtaposes Nigerians/Indians refusing poliovaccine and parents on Vashon Island, WA, refusing vaccines. Retrieved August 12, 2008, fromhttp://www.pbs.org/wgbh/rxforsurvival/series/video/index.html. (Look in the “Campaign to EradicatePolio, Part II.”)2-36 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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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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Organizer for Day 2: Four Key Quest
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Encourage students to share example
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Activity 7:Using Ethical Considerat
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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 108 and 109: • While an unvaccinated person’
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 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
Page 161 and 162: Some students might think that the
Page 163 and 164: 11. Explain to students that they w
Page 165 and 166: Inform students that they will now
Page 167 and 168: 2. Tell them that one liver has bec
Page 169 and 170: 6. If it does not naturally arise,
Page 171 and 172: Criteria relevant to allocating liv
Page 173 and 174: 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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