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

Teaching Sequence1Day 1: Deciding to Know or Not to KnowPurposeThe purpose of Day 1 is to demonstrate that genetic knowledge can bring benefits but can also pose harmsand that reasonable people can disagree about whether they would want such knowledge. During theactivities, students come to realize that the availability of such tests raises questions about who shouldhave decision-making authority, especially when the person considering testing is an adolescent. Theyaddress two of this supplement’s four key questions and gain an understanding that diseases and genetictests vary according to several key factors: age at disease onset, the predictive value of the test, andwhether there is anything effective that can be done for the condition.Activity 1:Introducing Genetic Testing—Is More Information Always Better?Estimated Time: 20–25 minutes23ProcedureNoteIntroductory Movie Analogy (Optional)Estimated Time: 5 minutesYou may skip this brief analogy, but itwill help your students connectgenetic testing more concretely to1. Using an overhead projector, display Part I of the transparency their everyday lives. If you decide toof Master 4.1: Should I Tell Chantal? Read Part I to students, and skip it, move to the Envelope Exercisekeep other parts hidden until you are ready to move on. on page 4-8.This analogy asks students to consider whether they should tell a friend about the ending of a movie. Through this discussion, students will think about whether more information is better and when it is appropriateand inappropriate to share information. These same concepts arise when considering genetic testing. 2. Show and read Part II of Master 4.1, and listen to students’ questions.Students might ask questions like the following:• In the past, what has happened to Chantal after watching scary movies?• Why is Chantal so afraid of scary movies?• Will anyone else overhear if you tell Chantal the ending to the movie?Module 4 4-7456