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Current UNOS Liver-Allocation PolicyFACT 1: Today, if you are so sick that you will die within one week without a liver transplant,you are Status 1.If you are not expected to die within one week without a liver transplant, you are given a Model forEnd-Stage Liver Disease (MELD) score based on blood tests for• bilirubin (reflects the liver’s ability to excrete bile);• INR (reflects the liver’s ability to make blood-clotting factors); and• creatinine (reflects kidney function—the more severe the liver disease, the more likely someoneis to have poor kidney function).The MELD score predicts your risk of death without a liver transplant over the next three months.The higher your score, the higher the chance you will die. Scores range from 6 to 40 (40 is most sick).Copyright © 2009 Education Development Center, Inc. Exploring Bioethics.Permission granted for classroom use.FACT 2: If you are waiting for a liver, one will be offered to you depending on your status.Here’s how status is ranked:1. Status 1 patient within the local area2. Status 1 patient within the regional area3. Patient within the local area with a MELD score greater than 154. Patient within the regional area with a MELD score greater than 155. Patient within the local area with a MELD score less than 156. Patient within the regional areas with a MELD score less than 157. Status 1 patient within the nation8. Patient within the nation with the highest MELD scoreSources: Pre-1998 data—Committee on Organ Procurement and Transplantation Policy, Institute of Medicine. 1999. OrganProcurement and Transplantation: Assessing Current Policies and the Potential Impact of the DHHS Final Rule. Retrieved May 29, 2008,from http://www.nap.edu/openbook.php?isbn=030906578X. Current data—http://www.unos.org.Master 3.10 (Page 2 of 2)
Comparing the Past and Current UNOS PoliciesName(s)Compare the past and current UNOS policies by completing each of the three areas in the Venn diagrambelow. Include information about what is included in the policies, as well as what is not included.For example, you could write a phrase such as “prioritizes whoever is sickest” as well as a phraselike “doesn’t mention worth to society.” Characteristics unique to the past policy belong in the far leftregion; characteristics unique to the current policy belong in the far right region; and characteristicsshared by both policies belong in the middle region.Before 1998 (past policy) Both Since 1998 (current policy)Copyright © 2009 Education Development Center, Inc. Exploring Bioethics.Permission granted for classroom use.Master 3.11
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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
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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
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
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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: The United Network for Organ Sharin
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
Page 214 and 215: Activity 2:Introducing Max’s Thyr
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
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Page 236: 1Retinitis PigmentosaFoundation Fig
Page 239 and 240: Alzheimer’s Disease and Genetic T
Page 241 and 242: Name(s)Now, on your own, answer the
Page 243 and 244: Name(s)Max’s Family Tree on His M
Page 245 and 246: Genetic Testing—Key Concepts• S
Page 247 and 248: What Impact Would Max’s Newly Dis
Page 249 and 250: 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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