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Exploring BioethicsDeveloped under a contract from theNational Institutes of Healthin collaboration with theDepartment of Bioethics at the NIH Clinical CenterEducation Development Center, Inc.55 Chapel StreetNewton, MA 02458-1060
Education Development Center, Inc.Development TeamMildred Z. Solomon, Vice President, and Director of the Center forApplied Ethics; Associate Clinical Professor of Medical Ethics,Departments of Anaesthesia and Global Health and SocialMedicine, Harvard Medical SchoolJacqueline S. Miller, Senior Research Scientist,Center for Science EducationKatherine F. Paget, Senior Research Scientist,Center for Science EducationErica Jablonski, Research Associate, Center for Science EducationJean Doherty, Project Coordinator, Center for Applied EthicsProduction TeamKerry S. Ouellet, Center for Science Education—Editing,Production ManagementKim Elliott, www.thewordmechanic.com—EditingJessica Grant, Graphic Design Specialist—Print Design and LayoutNeptune Web—Web Site DevelopmentWriting TeamIntroduction: Mildred Z. Solomon; Jeanne Ting Chowning,Director of Education, Northwest Association for BiomedicalResearch, Seattle; Elizabeth Crane, Science Teacher, BrooklineHigh School, Brookline, MA; Laura Bishop, Research Associate,Library and Information Services, Kennedy Institute of Ethics,Georgetown University, Washington, DCModule 1: Jeanne Ting Chowning and Mildred Z. SolomonModule 2: Jeanne Ting ChowningModule 3: Rupali Gandhi, Medical Ethics Fellow, Harvard MedicalSchool, and Fellow in Cardiology, Boston’s Children’s Hospital;Matthew B. Frank, Medical Ethics Fellow, Harvard Medical School,Boston; Elizabeth Crane; Julie Tannenbaum, former Fellow,Department of Bioethics at the NIH Clinical Center, andcurrent Assistant Professor of Philosophy, Pomona College,Claremont, CA; and Kim ElliottModule 4: Elizabeth CraneModule 5: Jeanne Ting ChowningModule 6: Robin Solomon, former Clinical Ethics Fellow,St. Joseph’s Hospital and Medical Center, Phoenix; JulieTannenbaum; and Laura BishopNational Institutes of HealthBruce Fuchs, Director, Office of Science EducationDavid Vannier, Program Officer, OSEBarbara Houtz, Educational Consultant, OSECindy Allen, Editor, OSEEzekiel Emanuel, Director, Department of Bioethics at theNIH Clinical CenterKatherine Adikes, Fellow, Department of BioethicsCarrie Thiessen, Fellow, Department of BioethicsJulie Tannenbaum, former Fellow, Department of Bioethics atthe NIH Clinical Center, and current Assistant Professor ofPhilosophy, Pomona College, Claremont, CAAlan Hoofring—Cover Illustration, Medical Arts andPhotography Branch, NIHLynne Komai—Cover Design, MAPBField-Test TeachersPatrick Alarcon, The Academy of Information Technologyand Engineering, Stamford, CTLeslie Van Blaha, Montgomery Blair High School, Silver Spring, MDRoger Blevins, Huron High School, Huron, OHJack Boroditsky, St. John’s–Ravenscourt School, Winnipeg, MB, CanadaDwight Brown, Bountiful High School, Bountiful, UTHeidi Busa, Marcellus High School, Marcellus, NYCatherine Elwood, Central High School, Manchester, NHRick Featherstone, Oakland Schools Technical Campus NW, Clarkston, MIBarbara Frasco, Haddon Township High School, Westmont, NJKelly Gallo, Magruder High School, Rockville, MDTracy Gaskin, Baltimore Polytechnic Institute, Baltimore, MDCynthia Gibson, The Classical Academy, Colorado Springs, COMary Glodowski, Juanita High School, Kirkland, WAKenneth Gracz, T. Wingate Andrews High School, High Point, NCRobin Greig, West Ashley High School, Charleston, SCMary Halsall, Mariemont High School, Cincinnati, OHSteven Harshfield, Sequoyah High School, Claremore, OKKathleen Howard, Horace Mann School, Riverdale, NYJoyce Kent, New Rochelle High School, New Rochelle, NYSue Kite, Walt Whitman High School, Bethesda, MDMary Kroll, West Islip High School, West Islip, NYLaura Lanwermeyer, Moscow High School, Moscow, IDNicole Lener, McGraw Central School, McGraw, NYLaura Montgomery, Francis Howell North High School, St. Charles, MOLisa Moran, Mount Sinai High School, Mt. Sinai, NYMary Ann Murrow, Spring-Ford Senior High School, Royersford, PABirgit Musheno, Desert Vista High School, Phoenix, AZSusan Neumann, Model Lab School, Richmond, KYLaura Reysz, Lawrence Central High School, Indianapolis, INJamie Ritchey, East Central Senior High School, Tulsa, OKNancy Rozak, Plymouth North High School, Plymouth, MARachel Sanders, Springfield South High School, Springfield, OHMisty Scevola, Meek Professional Technical High School, Portland, OREdward Scovell, Friends Seminary, New York, NYMary Simmons, Wm. J. Palmer High School, Colorado Springs, COTiffany Smith, Cedar Grove High School, Ellenwood, GAVicky Sweezy, Prospect Mountain High School, Alton, NHBonnie Walter, Archbishop Alter High School, Kettering, OHPatricia Zeck, Northwestern High School, Kokomo, INKaren Zohar, Aspen High School, Aspen, COCover: Representation of green fluorescent protein (GFP), found naturallyin some jellyfish, and photograph of Alba, the fluorescent rabbit, intowhich scientists inserted the GFP gene. GFP, NIH Medical Arts; Alba,courtesy Eduardo Kac.Acknowledgments: We are grateful to Margaret Battin, Nancy King,Eric Parens, Ben Wilfond, and Matthew Wynia, leaders in bioethics whokindly reviewed early drafts of this material, providing invaluable insights.During the development of the field-test version, we also benefited fromreviews by scientists, teachers, and others. Specifically, we would liketo thank Elise Cooksley, Doug Diekema, Mary Glodowski, Lori Harper,Wendy Law, Laurie Matthews, Bryan Roberts, and Lola Szobota.NIH Publication Number 09-7386ISBN: 978-0-89292-550-6Please contact the NIH Office of Science Educationwith questions about this supplement atsupplements@science.education.nih.gov.
Page 1: NIH CurriculumSupplement SeriesGrad
Page 5 and 6: This material is based on work supp
Page 7 and 8: About the National Institutes of He
Page 10: Introduction
Page 13 and 14: activity of assessing different rea
Page 15 and 16: teaching strategies that will help
Page 17 and 18: 2. The ability to distinguish an et
Page 19 and 20: quence of choosing one path over an
Page 21 and 22: Table 1. Assessing Student Justific
Page 23 and 24: Challenges in TeachingBioethics and
Page 25 and 26: How Exploring Bioethics Can HelpFor
Page 27 and 28: Prompts to encourage students to re
Page 29 and 30: Table 2d. Students say they already
Page 31 and 32: Resources forTeaching BioethicsBeau
Page 33 and 34: Table 3. Ethical Issues and Curricu
Page 35 and 36: Each module is divided into three d
Page 37 and 38: Table 4. Alignment with NSES Life S
Page 39 and 40: About the Web SiteThe Web site for
Page 42 and 43: 1Module 1Bioethics Concepts and Ski
Page 44 and 45: • apply important ethical conside
Page 46 and 47: In Advance1Copies, Equipment, and M
Page 48 and 49: Teaching Sequence1Day 1: What’s i
Page 50 and 51: 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
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Name(s)What are the ethical conside
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Vaccination Status CardsVaccinated
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Opting Out of a Vaccine—Variables
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Measles in DublinIn 2000, an outbre
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What are some of the different pers
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Issues Explored• What is the fair
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Day 3—What Is Your Recommendation
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Teaching SequenceNoteAssign this ho
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Teaching Strategies: Jigsaw Techniq
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Some students might think that the
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11. Explain to students that they w
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Inform students that they will now
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2. Tell them that one liver has bec
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6. If it does not naturally arise,
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Criteria relevant to allocating liv
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Organizer for Day 2: Identifying St
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Day 3: What Is Your Recommendation?
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Activity 9:Understanding Past and C
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ClosureReinforce to students that t
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Ask students whether they think the
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Liver Function and FailureHepatitis
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Name(s)Banting decided that he woul
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Name(s)The COC distributed the peni
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Name(s)The Admissions and Policy Co
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Liver and Liver-Transplant Fact She
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The Liver and Liver Transplants—C
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Patient ProfilesAnitaAnita is a 19-
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Additional Patient InformationAnita
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The United Network for Organ Sharin
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Comparing the Past and Current UNOS
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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
Page 348 and 349:
Final Assessment of Alba’s CaseRe
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This curriculum supplementwas devel
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