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

Issues Explored• What is the fairest way to distribute a lifesaving resource that is in short supply?• What criteria should people use when deciding how to allocate organs?At a GlancePurpose and RationaleAlthough the rules guiding the allocation (distribution) of a lifesaving treatmentmust be fair, there are many ways of understanding what it means tobe fair. This module challenges students to grapple with their own notionsof fairness and how those notions affect their decisions about what constitutesa fair allocation policy.OverviewKeeping in mind the ethical principle of fairness, students consider how toallocate scarce medical resources. They begin by analyzing historical cases—involving insulin, penicillin, and dialysis—that raise issues relevant to resourceallocation today. Then, they consider a current scarcity issue, allocating organsfor transplantation.To decide which of four hypothetical patients should receive a liver first, theyidentify the relevant facts and criteria and then select the criteria they thinkare most important. Finally, students review the liver-allocation policy in effecttoday and compare its criteria with the previous policy’s.Learning ObjectivesStudents will• recognize that although lives can be saved by using scarce medicalresources, their scarcity means that ethical decisions have to be madeabout how to distribute them fairly;• understand that while people agree that organs should be distributedfairly, determining which distribution criteria are fair is difficult;• learn and define at least six possible criteria for allocating livers;• identify which criteria they would prioritize in a liver-allocationpolicy; and• understand the current liver-allocation policy and recognize the criteriait prioritizes.Major ConceptsThrough engagement with historical and hypothetical cases, participationin a simulation, and analysis of past and current United Network for Organ3-2 Exploring Bioethics