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

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Activity Photocopies and Transparencies Equipment and MaterialsDay 23 (optional) 1 transparency of the completed graph fromthe Answer Key to Master 3.6* for the class1 overhead projector, chart paper,1 marker for teacher use14 1 copy of Master 3.7 1 marker, chart paper for teacher use5 1 copy of Master 3.8 for each student 1 marker, chart paper for teacher use6 1 copy of Master 3.9 for each student 1 marker, chart paper for teacher use7 — 1 marker, chart paper for teacher useDay 38 1 transparency of Master 3.9 for the class • 1 overhead projector, chart paper,1 marker for teacher use• 5 small stickers for each student(stickers can all be the same color; youcan also use small self-stick notes)9 • 1 transparency of Master 3.10 for the class• 1 copy each of Masters 3.10 and 3.11 for each studentFinalAssessment1 copy of Master 3.12 for each student —1 overhead projector, chart paper,1 marker for teacher use23*Available only online at http://science.education.nih.gov/supplements/bioethics/teacher.MastersMaster 3.1: Historical Case 1—Allocating InsulinMaster 3.2: Historical Case 2—Allocating PenicillinMaster 3.3: Historical Case 3—Allocating Dialysis MachinesMaster 3.4: Cards for Day 1, Activity 2Master 3.5: Liver and Liver-Transplant Fact SheetMaster 3.6: The Liver and Liver Transplants—Checking for UnderstandingMaster 3.7: Patient ProfilesMaster 3.8: Additional Patient InformationMaster 3.9: Identifying Allocation Criteria and the Relevant FactsMaster 3.10: The United Network for Organ Sharing (UNOS)—Two PoliciesMaster 3.11: Comparing the Past and Current UNOS PoliciesMaster 3.12: Final AssessmentTeacher Support Materials*Answer Keys (Samples) for Masters 3.6, 3.9, and 3.11Pros and Cons of Prioritizing a Single Criterion*Available only online athttp://science.education.nih.gov/supplements/bioethics/teacher.More on the WebBe sure to check out Tips, Updates,and Corrections, available online athttp://science.education.nih.gov/supplements/bioethics/guide.45Module 3 3-56
Teaching SequenceNoteAssign this homework the daybefore you start the module.Pre-Module Homework (Required)Estimated Time: 5 minutes1. Introduce the module by telling students that they are going to studyfairness in the allocation (distribution) of scarce, lifesaving biomedicalresources.2. Explain that to prepare for the next class, each student will readone historical case and answer the questions on the case handoutsas homework. Each case describes a historical situation in which a personor group of people had to decide how to distribute a scarce, lifesaving medicalresource.3. Tell students that the purpose of the homework is to begin to thinkabout fair ways to allocate scarce biomedical resources.4. Explain that the facts have changed since the time of these historicalcases. Penicillin, insulin, and dialysis machines are no longer scarce.Students’ analysis of these old cases will help them understand today’sallocation challenges, however.5. Distribute Master 3.1: Historical Case 1—Allocating Insulin,Master 3.2: Historical Case 2—Allocating Penicillin, and Master 3.3:Historical Case 3—Allocating Dialysis Machines. Each student shouldreceive just one case.In Activity 1, you will divide the class into groups of three. In each group,there will be one student who has read Case 1, one who has read Case 2, andone who has read Case 3. Each student will brief the other two students onthe case he or she read for homework.Teaching Strategies: Differentiated InstructionAlthough each of the case studies is written to be accessible to a range ofhigh school students, Cases 1 and 2 are a bit shorter and more concretethan Case 3. Additionally, most students may be more familiar with diabetesand antibiotics (the topics of Cases 1 and 2, respectively) than withdialysis and kidney failure (Case 3). You might consider this informationwhen assigning the case studies.6. Tell students to decide how they would have allocated the resourcesbefore they move to page 2 and answer the second question.7. Tell students that they should come to class ready to explain theircase to two peers.3-6 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
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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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Page 112 and 113: Tell only the students who were tag
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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
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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: Day 3—What Is Your Recommendation
Page 159 and 160: Teaching Strategies: Jigsaw Techniq
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Page 165 and 166: Inform students that they will now
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Page 173 and 174: Organizer for Day 2: Identifying St
Page 175 and 176: Day 3: What Is Your Recommendation?
Page 177 and 178: Activity 9:Understanding Past and C
Page 179 and 180: ClosureReinforce to students that t
Page 181 and 182: Ask students whether they think the
Page 183 and 184: Liver Function and FailureHepatitis
Page 185 and 186: Name(s)Banting decided that he woul
Page 187 and 188: Name(s)The COC distributed the peni
Page 189 and 190: Name(s)The Admissions and Policy Co
Page 191 and 192: Liver and Liver-Transplant Fact She
Page 193 and 194: The Liver and Liver Transplants—C
Page 195 and 196: Patient ProfilesAnitaAnita is a 19-
Page 197 and 198: Additional Patient InformationAnita
Page 199 and 200: The United Network for Organ Sharin
Page 201 and 202: Comparing the Past and Current UNOS
Page 204 and 205: 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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