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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
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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
- 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 and 162: Some students might think that the
- Page 163 and 164: 11. Explain to students that they w
- Page 165 and 166: Inform students that they will now
- Page 167 and 168: 2. Tell them that one liver has bec
- Page 169 and 170: 6. If it does not naturally arise,
- 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: Liver and Liver-Transplant Fact She
- 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
- Page 210 and 211: Teaching Sequence1Day 1: Deciding t
- Page 212 and 213: 6. Explain that each student should
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- Page 216 and 217: See Teacher Support MaterialsSupple
- Page 218 and 219: ClosureTo close the class, remind s
- Page 220 and 221: 1Activity 2: Introducing Max’s Th
- Page 222 and 223: Activity 5:Who or What Will Be Affe
- Page 224 and 225: Activity 6:Exploring the Relevant E
- Page 226 and 227: 11. Give each student a copy of Mas
- Page 228 and 229: 1Ask students, “What are some rea
- Page 230 and 231: 5. Have students, in pairs, quickly
- Page 232 and 233: ReflectionDisplay the posters from
- Page 234 and 235: 1Reflection: Have students view the
- Page 236: 1Retinitis PigmentosaFoundation Fig
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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