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6. Create a three-column table on chart paper or the board withthese column heads (left to right): “Question,” “Predicted %,”and “Actual %.”1Your chart should resemble the following example:QuestionOver the next 12 months, what percent ofyou will receive a liver—10%, 35%,or 55%?Over the next 12 months, what percent ofyou will die while waiting for a liver—10%,35%, or 55%?At the end of the next 12 months, whatpercent of you will still be alive but will nothave received a liver—10%, 35%,or 55%?Predicted % Actual %27. Give students a minute to silently jot down their predictions(10%, 35%, or 55%) for the answer to each question.8. Bring the class back together. Read each question aloud and askstudents for a quick show of hands: “How many of you picked10%? How many picked 35%? How many picked 55%?” Write theiranswers in the Predicted % column.39. Tell students to turn their cards over to find out their status. Asthey do this, write the correct percentages in the Actual % column.The following is an example of what a completed chart for a class of 20might look like. Again, the numbers will be different based upon thesize of your class.QuestionOver the next 12 months, what percent of you will receive a liver—10%, 35%, or 55%?Over the next 12 months, what percent ofyou will die while waiting for a liver—10%,35%, or 55%?At the end of the next 12 months, what percent of you will still be alive but will not have received a liver—10%, 35%, or 55%?Predicted % Actual %5 say 10% 35%6 say 35%9 say 55%7 say 10% 10%7 say 35%6 say 55%8 say 10% 55%7 say 35%5 say 55%4510. Engage students in a brief discussion of their reactions to theirstatus, the actual percentages, and the current scarcity of livers.Module 3 3-11Tip from the FieldWatch your time on this activity. Youneed only spend a few minutes on it.6
11. Explain to students that they will need more information aboutliver transplants to evaluate allocation policies. Remind them thatgathering the relevant facts and concepts is always one of the firststeps bioethicists take as they contemplate an ethical question.12. Give each student a copy of Master 3.5: Liver and Liver-TransplantFact Sheet and a copy of Master 3.6: The Liver and LiverTransplants—Checking for Understanding.13. As a class, read the first six scientific questions and answers onMaster 3.5.AssessmentHaving students work in groupson these questions gives you anopportunity to circulate around theroom and gauge students’ understandingas they work. This assignmentnot only reviews some of therelevant facts learned during class,but adds new facts and conceptssuch as survival-rate statistics fordeceased-donor liver transplants,cold ischemic time, the relevanceof and geographic distance fromthe transplant center, and reasonsfor liver failure. Master 3.6 also incorporatesskills involving graphingand interpreting data.14. Give students time to begin working—in small groups—onMaster 3.6, which will be tonight’s homework. Master 3.6 checksstudents’ understanding of relevant facts about liver transplants.ClosureSee Teacher Support MaterialsA sample answer key for Master 3.6 is available online at http://science.education.nih.gov/supplements/bioethics/teacher.Remind students of the importance of understanding the relevant facts andcriteria. Students will need to apply these concepts as they work throughDays 2 and 3 of the module. Announce that during the next session, theclass will review the answers to the homework and examine liver-allocationscenarios. These scenarios will bring up ethical questions that demand goodcomprehension of the facts and concepts that students are reviewing andlearning for homework.HomeworkMake sure that each student has a copy of Masters 3.5 and 3.6. Studentsshould finish reading them for homework and complete answers to thequestions on Master 3.6.3-12 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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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
Page 112 and 113: Tell only the students who were tag
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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 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: Some students might think that the
Page 165 and 166: Inform students that they will now
Page 167 and 168: 2. Tell them that one liver has bec
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Page 171 and 172: Criteria relevant to allocating liv
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
Page 206 and 207: An optional extension activity incl
Page 208 and 209: In Advance1Preparing the Envelopes
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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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