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

3. 2. Read Part II of Master 4.3 while displaying it on theoverhead projector.For now, be sure to keep Part III hidden from view; you will returnto it during Day 2.4. 3. Help students draw a comparison between their decision aboutthe envelopes and Max’s situation. They should arrive at somethinglike this:• Who should decide whether the envelope is created vs. Who shoulddecide whether Max has the test?• Who should have permission to see the contents of the envelopevs. Should Max’s father or doctor be allowed to learn Max’s resultswithout Max’s permission?5. 4. Ask each student to turn to his or her neighbor so that studentscan air their preliminary views to a partner. Tell them that theyhave one minute of uninterrupted time to speak to their partners.After one minute, their partners should have one minute to speak.Activity 3:Gathering Relevant Facts and ConceptsEstimated Time: 15 minutesProcedure1. Remind students that gathering relevant facts is always one of thefirst things bioethicists do as they contemplate an ethical question.Many students may already have shared some questions with theirneighbors in Step 5 above. With that in mind, the class will now beginto learn more about this disease and the test available to Max.2. Give each student a copy of Master 4.4: Thyroid Cancer, MEN II,and Genetic Testing—Relevant Facts. Tell students to take fiveminutes to read Master 4.4 in pairs and underline the mostimportant information.Display the transparency of Master 4.4. Show students that theformat is similar to Master 4.2’s, which should make it relatively easyfor them to compare the two diseases and gain access to the relevantfacts. Encourage students to use the blank spaces toward the bottom ofMaster 4.4 to record additional questions.4-12 Exploring Bioethics