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

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ClosureTo close the class, remind students that they must understand thekey facts (Master 4.4) and the key concepts (Master 4.5) really well.Announce that the next session will begin by pulling together the relevantconcepts and facts and then move to figuring out who all the stakeholdersare—that is, who will be affected if Max gets tested.1HomeworkMake sure that each student has one copy of Masters 4.5 and 4.6. Studentsshould reread Master 4.5 and answer the questions on Master 4.6 forhomework (unless they filled out Master 4.6 in class). Some students mayalso be responsible for researching answers to additional relevant questions(see Activity 3 Procedure, Step 3, page 4-13).2345Module 4 4-156
Organizer for Day 1: Deciding to Know or Not to KnowActivity 1: Introducing Genetic Testing—Is More Information Always Better?Estimated Time: 20–25 minutesIntroductory Movie Analogy (optional)Using an overhead projector, display only Part I of the transparency of Master 4.1.Read Part I to students.Show and read Part II and then Part III of Master 4.1. Listen to students’questions about Part II; discuss their answers to Part III.Page 4-7, Step 1Page 4-7, Steps 2–3Explain why this is a good analogy for genetic testing.Page 4-8, Step 4Envelope ExerciseAsk students, “What is a genetic test?” Tell them that they will face many choicesabout whether, when, and how to use genetic tests.Explain that a genetic test can tell whether a person has a higher-than-averagechance of getting Alzheimer’s disease. Ask, “Would you want to know?”Give each student a sealed envelope. Tell them not to open them yet. Ask themto pretend that the envelope contains information about their chance of gettingAlzheimer’s disease.Give each student a copy of Master 4.2, and display the overhead transparencyof only Part I of Master 4.2.Tell students that their “test results” are about the gene for apolipoprotein E (APOE),known to be a predictor of Alzheimer’s disease. Briefly explain the table in Part I.Explain that before they decide whether to open their envelopes, students needto gather more relevant, scientific information.Group students into pairs. Tell them they have five minutes to read Part II ofMaster 4.2, underline information that might influence their decision, and recordtheir decision and reasons on the master.Lead a brief classroom discussion about reasons for and against opening the envelope.Record responses on a piece of poster paper that can be saved and revisited on Day 3.Collect sealed envelopes from students who chose not to open them. Tell thosewho chose to open them to do so now.Give students a minute or two to discuss their reactions to their open envelopesand test results.Page 4-7, Steps 1–2Page 4-8, Steps 3–4Page 4-8, Steps 5–6Page 4-9, Step 7Page 4-9, Step 8Page 4-9, Step 9Page 4-10, Step 10Page 4-10, Step 11Page 4-10, Step 12Page 4-10, Step 134-16 Exploring Bioethics
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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
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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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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 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
Page 214 and 215: Activity 2:Introducing Max’s Thyr
Page 216 and 217: See Teacher Support MaterialsSupple
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
Page 251 and 252: Ethical Questions• Who should dec
Page 253 and 254: Extension (Optional)About Retinitis
Page 255 and 256: Issues Explored• Why is it import
Page 257 and 258: Key Science Knowledge*• Nature of
Page 259 and 260: Teaching SequenceDay 1: Research wi
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Page 263 and 264: Some students in the treatment grou
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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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