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

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OverviewExploring Bioethics supports high school biologyteachers in raising and addressing bioethical issueswith their students and engages students in rigorousthinking and discussions. Byproviding conceptual guidelinesthat promote carefulthinking about difficult cases,it stresses the importance ofpresenting thoughtful and relevantreasons for consideredpositions on ethical issues.Module 1, Bioethics Conceptsand Skills, lays the groundworkfor subsequent modules byemphasizing the importance of giving reasons for ethicalchoices. Students examine two cases about the useof enhancements in sportsthat raise ethical questions.In the process, they acquirestrategies for analyzing anddiscussing bioethical casesmore generally. They develophabits of mind that includeasking the following four keyquestions to clarify the issuesinvolved in making an ethicaldecision:• What is the ethical question?• What are the relevant facts?• Who or what could be affected by the way thequestion gets resolved?• What are the relevant ethical considerations?The last key question focuses students on a set of coreethical considerations that highlight the importantethical aspects of any case. Exploring Bioethics draws onthree widely recognized ethical considerations:• Respect for persons: Not treating someone as amere means to a goal or end.• Minimizing harms while maximizing benefits:Acting to lessen negative outcomes and promotepositive outcomes.• Fairness: Ensuring that benefits, resources, andcosts are shared equitably.Although this supplementfocuses on these three ethicalconsiderations, others maybe relevant to a particularcase. For example, Module 1encourages students to alsothink about authenticity insports, and Module 6 addsthe ethical consideration ofstewardship (or responsibilitytoward other species).Modules 2 through 6highlight cases that representkey topics in bioethics.These modules givestudents the chance toapply their understandingof the four key questionsand ethical considerationsto a wide variety ofethical issues in the lifesciences. Teachers can useeach module as a stand-alone, three-day unit ofinstruction or as part of another unit.The intent of ExploringBioethics is not to changeopinions or perspectives,but rather to strengthenstudents’ ability to consider,explain, and offer areasoned defense of theirpoints of view. Within themodules, there is a specialemphasis on the importanceof providing relevantreasons for a position. A strong reason, whatbioethicists often call astrong justification, is onethat addresses the fourkey questions and takesthe core ethical considerationsinto account. Thissets ethical analysis apartfrom “gut reactions.” TheIntroduction1
activity of assessing different reasons, consideringcounterarguments, and providing a strong justificationfor a particular position is a cornerstone ofthe modules.All the modules in Exploring Bioethics make explicitlinks between the concepts and skills used in bioethicalanalysis and the scientific content taught tostudents, thereby motivating students to use andapply scientific concepts. The modules align wellwith important topics taught in introductory biologycourses, such as genetics, immunology, organ systems,scientific reasoning, and experimental design.Many of the questions considered are practical issuesthat students are likely to face in their lives. A majorgoal of these modules is to enable students to bemore responsible and thoughtful decision makersin a world of ever-increasing complexity.2 Exploring Bioethics
Page 1 and 2: NIH CurriculumSupplement SeriesGrad
Page 3 and 4: Education Development Center, Inc.D
Page 5 and 6: This material is based on work supp
Page 7 and 8: About the National Institutes of He
Page 10: Introduction
Page 15 and 16: teaching strategies that will help
Page 17 and 18: 2. The ability to distinguish an et
Page 19 and 20: quence of choosing one path over an
Page 21 and 22: Table 1. Assessing Student Justific
Page 23 and 24: Challenges in TeachingBioethics and
Page 25 and 26: How Exploring Bioethics Can HelpFor
Page 27 and 28: Prompts to encourage students to re
Page 29 and 30: Table 2d. Students say they already
Page 31 and 32: Resources forTeaching BioethicsBeau
Page 33 and 34: Table 3. Ethical Issues and Curricu
Page 35 and 36: Each module is divided into three d
Page 37 and 38: Table 4. Alignment with NSES Life S
Page 39 and 40: About the Web SiteThe Web site for
Page 42 and 43: 1Module 1Bioethics Concepts and Ski
Page 44 and 45: • apply important ethical conside
Page 46 and 47: In Advance1Copies, Equipment, and M
Page 48 and 49: Teaching Sequence1Day 1: What’s i
Page 50 and 51: 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
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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
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Organizer for Day 3: Core Ethical C
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References and Resources1Informatio
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What Type of Question? ROUND 1—Et
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What Type of Question? ROUND 3: Eth
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Round 4Q9Should embryonic stem cell
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Oscar Pistorius—The Fastest Man w
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Four Key Questions and Statementof
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Carl’s CaseCarl listened to his t
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1Module 2Balancing Individual and C
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adopting vaccination policies that
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In Advance1Copies, Equipment, and M
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Teaching Sequence1Day 1: Exploring
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the key stakeholders, and taken int
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You may wish to highlight the dange
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ClosureAsk students to reflect on t
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Day 2: Community Immunity1PurposeOn
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10. Ask all students in the class t
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• While an unvaccinated person’
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ClosureRecap for students that the
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Tell only the students who were tag
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5. Divide students into pairs, and
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17. Share with students that becaus
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13. Note that the Boston and Dublin
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Teaching StrategiesYou may want to
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Ask each member of the pair to read
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1Centers for Disease Control and Pr
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Get Kids Vaccinated or ElseGet Kids
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Name(s)Station 2—Vaccine RisksDir
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Station 1: Vaccine-Preventable Dise
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MumpsBefore the mumps vaccine was i
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Station 2—Vaccine RisksNote: Like
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Smallpox VaccineThe smallpox vaccin
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Station 4—ExemptionsExemptions vs
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State Exemptions Allowed as of Fall
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Name(s)What are the ethical conside
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Vaccination Status CardsVaccinated
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Opting Out of a Vaccine—Variables
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Measles in DublinIn 2000, an outbre
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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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