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

Students might offer a variety of reasons:• His father is more likely to understand the implications of this testand make a more informed decision. It’s not like the Alzheimer’sdisease case, in which nothing can be done. His thyroid cancercan be prevented if he tests positive and has the surgery now. Thissurgery is lifesaving, less taxing on his body, and less expensivethan radiation or chemotherapy later. Even though good treatmentsfor thyroid cancer exist, some people still die of it, especially if it’sdetected in more advanced stages.• It is his dad’s responsibility to protect him.Harms and Benefits: Acting to lessen negative outcomesand promote positive outcomes.6. After this preliminary discussion, ask students to holdtheir thoughts and turn to another important set of ethicalconsiderations: minimizing harms and maximizing benefits.In trying to decide whether Max’s father should trump Max’s preferenceand insist on the test, it’s important to determine what benefits andharms are associated with the test. Therefore, students will now havethe chance to identify the full range of harms and benefits associatedwith having the genetic test.Tip from the FieldStudents may find “economicharms and benefits” harder tograsp than other types of harmsand benefits. Specific examplessuch as the cost of the genetic test,the cost of insurance, the cost offollowup medical care, and the lossof employment time might behelpful for students to consider.AssessmentStudents’ responses on Master 4.8will enable you to assess theirability to apply the ethicalconsideration respect for personsto this particular case.7. Tell students they will be building a justification for their finalrecommendation, which will bring in the key medical and scientificfacts they have learned and their ability to anticipate harms andbenefits of all kinds—physical, psychological (emotional), social,and even economic.8. Discuss the meaning of physical, psychological, social, andeconomic harms and benefits.It’s important to stress that the results of the genetic test do not bringphysical benefit to the person. Rather, it’s the followup medical carethat does this.9. Give each student a copy of Master 4.8: Thyroid Cancer andGenetic Testing—Harms and Benefits. Divide students into pairsor small groups, and give them time in class to work on it.See Teacher Support MaterialsAn answer key for Master 4.8 is available online at http://science.education.nih.gov/supplements/bioethics/teacher.10. After students have had enough time to complete the chart,reconvene the class. Have a full-class discussion about harms andbenefits, and record them on a transparency of Master 4.8.Emphasize that the goal here is not classroom consensus, but to haveeach student develop a stance supported by reasons.4-22 Exploring Bioethics