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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
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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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- 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
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- 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 152 and 153: 1Module 3Allocating Scarce Resource
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- Page 156 and 157: Activity Photocopies and Transparen
- Page 158 and 159: Day 1: Exploring Resource Allocatio
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- Page 162 and 163: 6. Create a three-column table on c
- Page 164 and 165: Organizer for Day 1: Exploring Reso
- Page 166 and 167: Day 2: Identifying Stakeholders and
- Page 168 and 169: Below are two examples of conversat
- Page 170 and 171: Your chart should look similar to t
- Page 172 and 173: ClosureUnderscore that our society
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- Page 176 and 177: 5. Ask students, “Which criteria
- Page 178 and 179: 7. Ask students which ethical crite
- Page 180 and 181: Organizer for Day 3: What Is Your R
- Page 182 and 183: References and Resources1GeneralPer
- Page 184 and 185: Historical Case 1—Allocating Insu
- Page 186 and 187: Historical Case 2—Allocating Peni
- Page 188 and 189: Historical Case 3—Allocating Dial
- Page 190 and 191: Cards for Day 1, Activity 2Received
- Page 192 and 193: Scientific QuestionWhat must a pati
- Page 194 and 195: Name(s)7. Suppose that you are givi
- Page 196 and 197: LukeLuke is a 58-year-old military
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Current UNOS Liver-Allocation Polic
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Final AssessmentAs your final asses
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Issues Explored• What are the pot
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Key Science Knowledge*• Alzheimer
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Activity78ReflectionFinalAssessment
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Tip from the FieldStudents might re
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NoteRemember that the goal here isn
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3. 2. Read Part II of Master 4.3 wh
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Teaching Strategies: Offering Examp
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Organizer for Day 1: Deciding to Kn
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Day 2: Identifying Stakeholders and
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AssessmentListening to students’
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Students might offer a variety of r
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Organizer for Day 2: Identifying St
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Day 3: What Is Your Recommendation?
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enefits that could arise if family
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Organizer for Day 3: What Is Your R
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References and ResourcesAlzheimer
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Should I Tell Chantal? Part IYou’
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Part II: Instructions1. With a part
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Max’s Case—Thyroid Cancer, MEN
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Thyroid Cancer, MEN II,* and Geneti
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Thyroid Cancer, MEN II,* and Geneti
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Thyroid Cancer and Genetic Testing:
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Camilla’s Case: Colon Cancer and
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Name(s)You can use the following ch
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1Module 5Research Ethics: The Power
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they learn about guidelines and pro
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Copies, Equipment, and MaterialsAct
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7. Ask for a show of hands from tho
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• The experimental medicine or tr
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Some students will be in the treatm
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Undue inducement refers to a situat
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5. Ask students to open their envel
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• Phase III: Researchers give the
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Ask students, “How might you desi
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Day 2: Harms and Benefits of Resear
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Activity 6:The Risks of Research—
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5. Ask each group to share its rule
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HomeworkHave students prepare for D
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Activity 7: Guidelines for Ethical
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6. To prepare students for the next
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Discussing and Recording9. Give stu
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References and ResourcesEthical Iss
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Asthma Study Recruitment FlyerCopyr
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The Ellen Roche Case—Research wit
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Willowbrook Hepatitis ExperimentsBa
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What Are the Relevant Ethical Consi
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Willowbrook—Key QuestionsName(s)(
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Name(s)(Fill out individually.)Conc
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1Module 6Modifying the Natural Worl
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Learning ObjectivesStudents will•
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In Advance 1Copies, Equipment, and
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4. Explain that as homework tonight
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Organizer for Day 1:Exploring Modif
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2. Tell students that today they ar
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11. Ask students, “Should human b
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• One limit is when harms are too
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Tell students that to move from the
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easoning for their recommendation s
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8. Pick a case with predominantly g
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Organizer for Day 3: Making a Recom
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References and ResourcesCloningAmer
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Purebred DogsAnimal Planet. 2008. D
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Contrasting Cases of Animal Modific
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Ear MiceThe scarcity of organs for
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Immunoglobulin CowsThe immune syste
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Malaria MosquitoesMalaria is a para
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Sheared Wooly SheepThe sheep popula
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Super-Sized SalmonSalmon can be bre
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Assessment of Ethical Acceptability
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Decision-Making-Continuum Terms and
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Policy question: Should creating an